Constructed Response

1. ConstructedResponse Developing this writing practice as part of ongoing classroom assessment

2. The Optimal Learning Modeladapted from work by Don Holdaway and Regie Routman Demonstration • Teacher shows through modeling and thinking aloud how to respond to a text using the constructed response format. Shared Demonstration • Teacher demonstrates; children are encouraged to participate and collaborate. An interactive process where teacher helps student develop understanding. Guided Practice • Students take responsibility for practicing responding to texts through engaging in constructed response. Teacher monitors students’ understanding and provides scaffolding, encouragement and questioning to further thinking and application of knowledge. Independent Practice • Students engage in an independent constructed response. A synthesis and application of learning.

3. UnderstandingQuestion Types*Teach students to understand and identify what the question is asking.* *Use part of the question stem to begin the answer.* *Learn where to find the answer.* adapted from D. Leddy Question Answer Relationships

4. Writing your own constructed responses… • Choose an appropriate text piece (not too long)! • Ask yourself – what is really important here? Genre, text features… • Write one or two possible constructed response questions to get at one or more of the elements noted. • Write out what you think a sample student response would be at the grade level you are teaching. • Develop the scoring rubric. (See holistic rubric example) • Score the response and then adjust the scoring guide and/or question as needed. DEVELOP A FRAMEWORK FOR ADDING CONSTRUCTED RESPONSE TO YOUR BALANCED LITERACY PROGRAM • Look at integrating this type of response to guided reading groups or as a response after independent reading. • Develop constructed response pieces based upon content area reading that the whole class participates in. • Use short texts and constructed response pieces from a program that fit with your units and themes to ensure connected learning for students.

5. Developing Structures for WritingFollowing the Optimum Learning Model, teach students to formulate short, written responses. The work they have done in writing portfolio pieces should provide them with the skills they need to effectively answer a constructed response piece.Make the connection between constructed response pieces and the yellow and blue proof paragraphs from longer pieces. Thumb – The focus or topic sentence. Use part of the question stem to begin the answer. (Answer) Index Middle Ring – Provide details or evidence from text or connect personal thoughts to text. (Explain) ( Back it up) (Example) Pinky – Conclusion, wrap it up, restate the focus or provide an extension or connection. (Conclusion)

6. Designing ConstructedResponse Tasks for Reading • Explain why _____________ is a good title for this story (poem, article). Use information (details) from the story (passage) to support your answer. • What are the main ideas in this article? Explain your answer by using information from the article. • Write a paragraph explaining what you think will happen next. Use details from the passage in your response. • In your own words, tell how to __________________. Use information from the article to support your answer. • Write a paragraph describing the speaker’s feelings about ___________________/ at the beginning (or end) of the passage (poem). Use details from the passage to support your answer. • In the story, the author/speaker says, “___________”. Use details from the story (poem) to explain what the a uthor/speaker means. • What kind of person is ___________.? Explain his/her qualities by using specific details from the story (passage). • Compare the mood (voice, tone…) in ___________ to the mood (voice, tone…) in __________________. Use details from the passage (poem, etc.) to support your answer.

7. It is also important for students to learn to self-monitor as they construct answers. QuEEC (Biggam, 2006)