Provided by Region 4 ESC1 What Is the “ OER ”? The TAKS open-ended items are three short answer questions that require the student to write a multi- sentence

Provided by Region 4 ESCProvided by Region 4 ESC 11

What Is the “OER”?

The TAKS open-ended items are three short answer questions that require the student to write a multi-sentence response. These items are based upon the “triplet” found in the Reading/ELA section of TAKS assessments for grades 9-11 Exit.

OER = Open-Ended Response


What Is the Triplet?

1st Part:

a published literary work, either a short story or an excerpt from a novel



2nd Part:

a published expository (informational, nonfiction) passage, either an article from a newspaper or magazine, an excerpt from a memoir, a journal entry, essay, editorial, or an excerpt from a biography or autobiography



3rd Part:

a visual media selection reflecting a web page, advertisement, or poster which enables students to make visual connections to the other two passages


What Is the Triplet?1st part (literary) +

2nd part (expository) +

3rd part (visual media) =

a thematically-linked triplet!


What “Parts” Are Needed for a Successful What “Parts” Are Needed for a Successful Response?Response? TWO-PARTERTWO-PARTER: Students must offer a : Students must offer a

reasonable idea and pull textual evidence reasonable idea and pull textual evidence that that validatesvalidates that idea. that idea.

THREE-PARTERTHREE-PARTER: Change questions call : Change questions call for two pieces of evidence.for two pieces of evidence.

FOUR-PARTERFOUR-PARTER: Cross-over responses : Cross-over responses must include analysis from each piece and must include analysis from each piece and evidence from each piece. evidence from each piece.


Crafting a Response1. Provide a clear answer to the question.2. Provide multiple pieces of support directly from the passage. Direct quotations (usually partial), paraphrases (author’s words in student writer’s own words), or synopses (specific summary) are acceptable. All sentences should connect to each other and it should be clear why the evidence given is significant to the answer.3. Connect the answer to the support. This is not done with a separate sentence but should be clear from the idea and choice of evidence.4. Craft the answer into a coherent, logical progression of ideas and evidence that answers the question fully and proves the statement.


Why Use OER Items?• TAKS open-ended items are short answer

questions such as those typically asked of English/Language Arts students in class.

• They are linked to TAKS Objectives 2 and 3 and the corresponding foundational TEKS (10B).

• This provides a clear connection between the TAKS assessment and classroom instruction.


Content ScoringContent Scoring

What skills does the What skills does the open-ended item assess?open-ended item assess?


Content ScoringContent Scoring Items are part of the Items are part of the readingreading portion of the portion of the

TAKS and are TAKS and are content content scored. scored. Responses must include a reasonable Responses must include a reasonable

ideaidea (analysis) and textual (analysis) and textual supportsupport (evidence).(evidence).

Writing skills are not assessed here. Only Writing skills are not assessed here. Only clarity clarity is mentioned in the rubrics. is mentioned in the rubrics.

These responses are judged These responses are judged conceptuallyconceptually, , not not contextuallycontextually..


0 0 InsufficientInsufficient

Too general or vague to Too general or vague to determine whether it is determine whether it is reasonablereasonable ~OR~~OR~

Incorrect interpretation Incorrect interpretation not based on textnot based on text ~OR~~OR~

Plot summaryPlot summary


11Partially SufficientPartially Sufficient

Analysis onlyAnalysis only~OR~~OR~

Evidence onlyEvidence only~OR~~OR~

Analysis-Evidence Analysis-Evidence connection unclear connection unclear or vagueor vague


22SufficientSufficient

Analysis Analysis andand relevant evidence relevant evidence presentpresent

Analysis-Evidence Analysis-Evidence connection clear and connection clear and specificspecific


33ExemplaryExemplary

Particularly thoughtful or Particularly thoughtful or insightful analysis and/or insightful analysis and/or evidenceevidence

Analysis-Evidence Analysis-Evidence connection shows depth connection shows depth of understandingof understanding


Using Student Responses1. Read the passage, annotate, discuss.

3. View the appropriate rubric.4. Answer the item with a partner, save

responses. 5. View the components of a successful answer.

7. Evaluate responses in light of samples.

2. View the Open-Ended Item.

6. View the samples and discuss their scoring.


Best PracticesBest Practices

What should I see in What should I see in the ELA classroom?the ELA classroom?


Research ConfirmsResearch Confirms

All students benefit from a strong All students benefit from a strong reading and writing connection.reading and writing connection.

When students respond through writing When students respond through writing to what they have read, writing to what they have read, writing andand reading improve.reading improve.

Written responses require higher-order Written responses require higher-order thinking and critical-thinking skills.thinking and critical-thinking skills.


““Thoughtful Literacy”Thoughtful Literacy”

Remembering Remembering

≠≠UnderstandingUnderstanding

____________________________________________________________________________

Recitation of TextsRecitation of Texts

≠≠Consideration and Discussion of TextsConsideration and Discussion of Texts

Alllington, 2001


We should “construct lessons that help We should “construct lessons that help make the comprehension processes make the comprehension processes visible.”visible.”

Students need “demonstrations of Students need “demonstrations of effective strategy use.”effective strategy use.”

““Thoughtful Literacy”Thoughtful Literacy”

Alllington, 2001


systematic, explicit instruction

teacher modeling

guided practice

independent practice

assessing progress and adjusting instruction

systematic, explicit instruction

teacher modeling

guided practice

independent practice

assessing progress and adjusting instruction

• explicit, systematic instruction • model and demonstrate strategies• guided practice• independent practice• monitor and assess student progress

Gradual Release Model


• Finding EvidenceFinding Evidence

• Citing EvidenceCiting Evidenceo using quotes, paraphrase, and synopsisusing quotes, paraphrase, and synopsiso learning when to use each type of evidencelearning when to use each type of evidence

• Connecting evidence to analysis (or answer)Connecting evidence to analysis (or answer)Remember—this is not a connection to “real world” or a new idea!Remember—this is not a connection to “real world” or a new idea!

• Comparing works of literature (or art)Comparing works of literature (or art)

Teaching the OERTeaching the OER


• Students need multiple, frequent opportunities to Students need multiple, frequent opportunities to practice practice the skills involved in successfully responding to the skills involved in successfully responding to an open-ended item.an open-ended item.

• Teachers must Teachers must model model the skills involved and provide the skills involved and provide opportunities for guided practice before independent opportunities for guided practice before independent practice or assessment.practice or assessment.

• Since multiple skills are involved, teachers must focus Since multiple skills are involved, teachers must focus on the discrete on the discrete skillsskills as well as the “big picture.” as well as the “big picture.”



Since multiple skills are involved, teachers must Since multiple skills are involved, teachers must focus on the focus on the discrete skillsdiscrete skills as well as the “big as well as the “big picture.”picture.”

• Analyzing texts to find an answer Analyzing texts to find an answer (close reading, annotating, graphic organizers, (close reading, annotating, graphic organizers, discussion, questioning)discussion, questioning)

• Forming a coherent answerForming a coherent answer

What About the Writing Process?What About the Writing Process?



(1)(1) Writing/purposes.Writing/purposes. The student writes in a variety The student writes in a variety of forms, including business, personal, literary, and of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. persuasive texts, for various audiences and purposes. The student is expected to:The student is expected to:

(B)(B) write in a voice and style appropriate to write in a voice and style appropriate to audience audience and purpose; andand purpose; and(C)(C) organize ideas in writing to ensure coherence, organize ideas in writing to ensure coherence, logical logical progression, and support for ideas.progression, and support for ideas.



(1)(1)Writing/writing processes.Writing/writing processes. The student uses The student uses recursive writing processes when appropriate. recursive writing processes when appropriate. The student is expected to:The student is expected to:

(B)(B) develop drafts by organizing and develop drafts by organizing and reorganizing reorganizing content and by refining style content and by refining style to suit occasion, to suit occasion, audience, and purpose; andaudience, and purpose; and(C)(C) proofread writing for appropriateness of proofread writing for appropriateness of organization, content, style, and organization, content, style, and conventions.conventions.


What About the Writing Process?What About the Writing Process?Even though the open-ended item is part Even though the open-ended item is part of the of the readingreading assessment, the assessment, the writingwriting process still applies as the students process still applies as the students craftcraft their responses.their responses.

1. Prewriting the parts1. Prewriting the parts2. Rough draft in test booklet2. Rough draft in test booklet

3. Final copy in the lined 3. Final copy in the lined boxesboxes


CLOSE READING is a careful application of a CLOSE READING is a careful application of a “microscope” or “binoculars” to a text, enabling “microscope” or “binoculars” to a text, enabling the reader to go beyond literal meaning and the reader to go beyond literal meaning and experience the author’s craft. experience the author’s craft.

ANNOTATING is the backbone of close reading. ANNOTATING is the backbone of close reading.

Close ReadingClose Reading


What is Annotating?What is Annotating?

•For use while reading or rereading•Helps readers reach a deeper level of engagement

•Promotes active reading•“Dialogue with the text” (Probst)

•A visible record of the thoughts that emerge while making sense of the reading

•A writing-to-learn strategy


Ask students to identify the ways readers Ask students to identify the ways readers think about text while reading, such as:think about text while reading, such as:


Making predictionsAsking questionsStating opinionsAnalyzing the author’s craftMaking connectionsReflecting on the contentReflecting on their own reading process


Annotation BookmarkAnnotation BookmarkBEFORE READING:BEFORE READING:Examine the front and back covers (books)Examine the front and back covers (books)Read the title and any subtitlesRead the title and any subtitlesExamine the illustrationsExamine the illustrationsExamine the print (bold, italics, etc.)Examine the print (bold, italics, etc.)Examine the way the text is set up (book, short story, Examine the way the text is set up (book, short story,

diary, dialogue, article, etc.)diary, dialogue, article, etc.)

As you examine and read these, write questions, and As you examine and read these, write questions, and make predictions and/or connections near these parts make predictions and/or connections near these parts of the text.of the text.


DURING READING:DURING READING: Mark in the text:Mark in the text:

Characters (who)Characters (who)

When (setting)When (setting)

Where (setting)Where (setting)

Vocabulary Vocabulary ~~~~~~~~~~

______________ Important information Important information

Annotation BookmarkAnnotation Bookmark


DURING READING:DURING READING: Write in the margins:Write in the margins:

SummarizeSummarizeMake predictionsMake predictionsFormulate opinionsFormulate opinionsMake connectionsMake connectionsAsk questionsAsk questionsAnalyze the author’s craftAnalyze the author’s craftWrite reflections/reactions/commentsWrite reflections/reactions/commentsLook for patterns/repetitions Look for patterns/repetitions

Annotation BookmarkAnnotation Bookmark


Annotation BookmarkAnnotation BookmarkAFTER READING:AFTER READING:

Reread annotations—draw conclusionsReread annotations—draw conclusionsReread introduction and conclusion—try to Reread introduction and conclusion—try to

figure out something newfigure out something newExamine patterns/repetitions—determine Examine patterns/repetitions—determine

possible meaningspossible meaningsDetermine what the title might meanDetermine what the title might mean

Use the “After Reading” strategies to writeUse the “After Reading” strategies to writea notebook entry.a notebook entry.


Use short story that can be read in one periodUse short story that can be read in one period Make each student a copy of storyMake each student a copy of story Make a transparency of each pageMake a transparency of each page Give students Annotating BookmarksGive students Annotating Bookmarks Make a transparency of BookmarkMake a transparency of Bookmark Create a coding system with different marks Create a coding system with different marks

for surface meaning and deep-meaning ideasfor surface meaning and deep-meaning ideas

How to Teach AnnotatingHow to Teach Annotating


Annotation LessonAnnotation Lesson

Have students mark text using coding system.Stop at end of page.

Allow students to go back and add marks.Ask students to share what they have marked.Make the same marks on the transparency.Ask for comments and write in margin.

Read first page to students while they read along.


Annotation MethodsAnnotation Methods

•Photocopy the document.•Use a dialectical journal.

•Use index cards.

•Use Post-it® notes or flags.

•Use highlighter tape.


Research-Based Questioning Research-Based Questioning StrategiesStrategies


Creating QuestionsUse question stems to create questions for literary pieces you are reading in class.Literary StemsWhat was one conflict ____ faced in “_____”? In “____” how does ____ connect to _____? How does _____ change from the beginning to the end of “___”? What is the major conflict _____ faces in “_____”?


Creating Questions

Literary StemsIn “______,” what does ____ learn from his/her experience with ____?In “_____,” why does ____ ____?

(character) (action)


Creating Questions

Expository StemsIn “_____,” has ____ fulfilled his/her dream?In “_____,” how have the author’s experiences shaped his/her attitude toward others?How does the author’s attitude toward _____ change over the course of “_____”?


Creating Questions

Expository StemsWhy is “_____” a good title for this selection?Why are memories of _____ important to _____?In “____,” who do you think is more successful, ____ or ____?


Creating Questions

Crossover StemsHow does the idea of taking a risk apply to both “___” and “___”?How do the parents in “___” and “____” attempt to share their cultural heritage with their children?Which of the siblings from “____” and “____” would you like to have as a brother/sister?


Creating QuestionsCrossover StemsHow is the concept of __ important in both “___” and “__”?How is the idea of ____important in both “___” and “___”?What is one characteristic shared by (____) and (____). char. from lit. passage char. from exp. Passage

How is ___ an important theme in both “___” and “___”?


Text-Based ResponsesText-Based Responses


Types of EvidenceTypes of Evidence

DIRECT QUOTATIONDIRECT QUOTATION

What? What? verbatim words, phrases, or parts of sentences verbatim words, phrases, or parts of sentences from the textfrom the text

When? When? author’s exact words are necessary and will add author’s exact words are necessary and will add depth, precision, or reliability to the responsedepth, precision, or reliability to the response


Types of EvidenceTypes of Evidence

PARAPHRASEPARAPHRASE

What?What?restatement of author’s words preserving the restatement of author’s words preserving the main ideas and key detailsmain ideas and key details

When?When?ideas could be clarified or original word choice is ideas could be clarified or original word choice is irrelevantirrelevant


Types of Evidence Types of Evidence

SPECIFIC SYNOPSISSPECIFIC SYNOPSIS

What? What? a focused choice of linked portions; not a plot a focused choice of linked portions; not a plot summarysummary

When?When?several portions are needed to serve as textual several portions are needed to serve as textual evidenceevidence


Pairing WorksUse paired works in class frequently.

Genres/Forms to consider in pairing worksFilms/“Movies” Television Shows Songs PoemsResearch Findings Magazine ArticlesArtwork Web Pages


Pairing Works

The Catcher in the Rye “Acquainted with the Night”by J.D. Salinger by Robert FrostNovel PoemExample Connection: The city as a lonely, uncomfortable place


Pairing Works

To Kill a Mockingbird Radio

by Harper Lee By Mike RichNovel FilmExample Connection: Men attempting to effect a change in racial tolerance


Pairing Works

Romeo and Juliet “Teen Love Hurts: Falling In Love Makes Teens

Prone to Depression and Alcohol Abuse”by William Shakespeare by Malcolm RitterNovel News ArticleExample Connection: The negative effects of teenagers falling in love


Pairing Works

“The Gettysburg Address” “Frederick Douglass”by Abraham Lincoln by Robert HaydenSpeech PoemExample Connection: Leaving legacies beyond physical monuments

Documents

Provided by Region 4 ESC1 What Is the “ OER ”? The TAKS open-ended items are three short answer questions that require the student to write a multi- sentence