Constructing a Strong Open-ended Reading Response

1. Constructing a Strong Open-ended Reading Response Mrs. Rodzen

2. THE FORMAT • I recommend the formula: • RSSE • R- restate and answer • S- support with text • S- support with your own words • E- extend • Other formulas: • RACE • R- restate • A- answer • C- cite • E- extend • ROSE • R- restate • O- opinion • S- support with text • E- extend • ROPE • R- restate • O- opinion • P- proof • E- extend

3. RESTATE THE ANSWER • Restating is not on the rubric for scoring open-ended items. • However, responding to all parts of the question is part of the rubric. • A student who restates is: • More likely to fulfill the requirements of the task • Is more focused in the response

4. SUPPORT WITH THE TEXT • Supporting with text is critical. • Response that only offers an opinion without text support only receives a score of 1. • Students must use the text in an obvious and effective manner for the best score. • Students may quote the selection directly or paraphrase. • If a student paraphrases, he/she could be sure to incorporate a signal phrase such as In the story, On page ____, or At the end of the selection to indicate the use of text clearly to the scorer.

5. SUPPORT IN OWN WORDS • Supporting text use in a student’s own words is what sets strong text use apart from mediocre text use. • Here, a student explains why the quote or text details cited are good support for the student’s opinion. • Some students begin this with • This shows… • This demonstrates… • This illustrates… • It is evident…

6. EXTEND • Make connections to the topic of the question: • Text to self • Text to text • Text to world • Key to earning all 4 points

7. FOCUSING ON CONNECTIONS • Focusing on text-to-self connections: • What does this story remind you of? • Can you relate to the characters in the story? • Does anything in this story remind you of anything in your own life? • Focusing on text-to-text connections: • What does this remind you of in another book you have read? • How is this text similar to other things you have read? • How is this text different from other things you have read? • Focusing on text-to-world connections: • What does this remind you of in the real world? • How are events in this story similar to things that happen in the real world? • How are events in this story different from things that happen in the real world?

8. EXAMPLES • Text to self: • When I was in second grade, I moved to a new school like Shirley did.  I remember feeling like everyone ignored me and missing my home, so I can relate to what she’s going through. • Text to text: • This makes me think of the book Chrysanthemum by Kevin Henkes. Chrysanthemum was teased about her name and it made her sad. She didn’t like her name when people made fun of it. Ira was sad because he was afraid that Reggie would laugh at his teddy bear. People don’t like to be teased. I know from two stories now that it makes people sad to be teased. • Text to world: • This reminds me of a story I watched on CNN yesterday where a guy got caught stealing a bike and he fell off the bike as the police were chasing him.

9. WAYS TO START YOUR CONNECTIONS • Text to self: • Just like in the story, in my life… • Sometimes in life… • What I just read reminds me of the time when I... • I agree with/understand what I just read because in my own life... • I don't agree with what I just read because in my own life... • Text to text: • What I just read reminds me of another story/book/poem I read because... • Text to world: • What I just read reminds me of this thing that happened in history because... • What I just read reminds me of what's going on in the world now because...

10. OPEN-ENDED SCORING RUBRIC • A 4-point response: • ● clearly demonstrates an understanding of the task. • ● completes all requirements of the question(s). • ● provides an insightful and detailed explanation/opinion that includes or extends ideas from the text. • The response includes a well-written topic sentence, four or more detailedsupporting sentences, and a closing sentence that effectively summarizesthe main idea. The response also includes an advanced vocabulary, transitions, compound and complex sentences, and subordinating conjunctions. • A 3-point response: • ● demonstrates an understanding of the task. • ● completes all requirements of the question(s). • ● provides some explanation/opinion that includes ideas from the text for support. • The response includes a topic sentence, at least three detailedsupportingsentences, and a closing sentence. The response also includes an adequate vocabulary, transitions, compound and/or complex sentences, and subordinating conjunctions. • A 2-point response: • ● may address all of the requirements, but demonstrates only a partial understanding of the task. • ● uses text incorrectly or with limited success. • ● includes an inconsistent or confusing explanation. • The response mayinclude a topic sentence, three supporting sentences, and a closing sentence but does not include adequate ideas from the text for support. The response also does notinclude an adequate vocabulary, transitions, compound and/or complex sentences, and subordinating conjunctions. • A 1-point response: • ● demonstrates minimal understanding of the task. • ● does not complete the requirements. • ● provides only an unclear reference or no use of the text for support. • The response does not include a topic sentence, at least one supporting sentence, and a closing sentence and does not include adequate ideas fromthe text for support. The response also does not include an adequate vocabulary, transitions, compound and/or complex sentences, or subordinating conjunctions. • A 0-point response is completely irrelevant or off-topic.