How do you help kids do well with Constructed Response?

1. How do you help kids do well with Constructed Response? You have them ACE it!!

2. ACE it? What does that mean? How do we implement a process like this?

3. Implementing ACE

4. Grapes of Math

6. Grade Student Work as a Class • Give students a problem. • Have them brainstorm a solution as a group. • Work as a class to understand the solution and appropriate plans. • Give students copies of student work for the problem. • Have students sort the work into 0-3 points, following the ACE format (use the checksheet). • Discuss.

7. Establish Student Baseline Score • Teacher assigns a problem. • Students do it individually. • Teacher grades the problem using the ACE evaluation sheet. • Students (or teacher) graph the results. • Set a class goal.

8. Problem Cycle After 2 problems Teacher collects & grades, student tracks the data. Scaffold the answer sheets.

9. Introduce the Testing Rubric • How is it similar/different from our ACE framework? • Students keep this activity in their folder. • 8th grade would benefit from this activity at the beginning of the year.

10. Tracking Student Work • Chart student data • Celebrate! • Set a new goal

11. So, how do we get constructed response problems to assign?

12. Where else can we use ACE?

13. ACE-ing Constructed Response Language Arts Style

14. Cite multiple details from the reading in order to show your understanding of the passage. A C Answer the Question Correctly! E Examine your answer. Have you addressed all parts of the question? We LOVE Constructed Responses and We Can ACE them! S Sum it up! A

16. So, How do you start?

18. Scaffolding Answer Sheet #1 The Paper Bag Princess Story-Robert Munsch Art-Michael Martchenko Constructed Response Question: Is the princess a weak and stupid person or a strong and smart one? Give at least three reasons for your choice. Answer correctly:_______________________________________________________________________________________________________________________________________________________________________________________________________________________Cite multiple Examples and include details: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ So?_______________________________________________________________________

19. Peer (Mr. BIG!) Checklist • Peer Response to Constructed Response •  Writer's name___________________________________________________ • My name_______________________________________________________ • Yes No • A- The question is answered correctly. • C- The details cited show an understanding of the reading. • Enough examples are given to answer the question. • E/S- Every part of the question is addressed and answered. • There are no unrelated or inaccurate details. • The paper is summed up. • *If not all parts in the section are not done, no point is given. • *Circle the parts that are not done.

20. Peer/Teacher Checklist • Peer Response to Constructed Response: • My name ___________________ • Writer’s name ___________________ • Yes No • □ □ A – The question is answered • correctly. • □ □ C – The details cited show an • understanding of the reading. • Enough examples are given • to answer the question. • □ □ E – Every part of the question is • addressed and answered. • There are no unrelated or • Inaccurate details. • s- The paper is summed up. • Total points for each "Yes:"_____________ • Teacher Response to Constructed Response: • My name ___________________ • Writer’s name ___________________ • Yes No • □ □ A – The question is answered • correctly. • □ □ C – The details cited show an • understanding of the reading. • Enough examples are given • to answer the question. • □ □ E – Every part of the question is • addressed and answered. • There are no unrelated or • Inaccurate details. • s- The paper is summed up. • Total points for each "Yes:"_____________

21. What does this look like? • Share Examples • Discuss Scores • Student Involvement

22. Peer (Mr. BIG!) Checklist • Peer Response to Constructed Response •  Writer's name___________________________________________________ • My name_______________________________________________________ • Yes No • A- The question is answered correctly. • C- The details cited show an understanding of the reading. • Enough examples are given to answer the question. • E/S- Every part of the question is addressed and answered. • There are no unrelated or inaccurate details. • The paper is summed up. • *If not all parts in the section are not done, no point is given. • *Circle the parts that are not done.

23. Let’s Chart! • Model charting • Students fill in personal charts • The teacher grades the 3rd assignment • Student reflects

24. Create a Baseline! Charting our progress! 0 1 2 3

25. Celebrate Even Small Successes!

26. Prompt: In the story, “The boy Who Cried Wolf,” why were the shepherd’s friends and family upset with him? Taken from Right-Answer Writing by Ardith Davis Cole The Shepherds friends and family were upset with him for three reasons. Most upsetting was the fact that this shepherd lied to his family and friends two times by calling “wolf” for no good reason. He was supposed to be watching the sheep , but he grew bored , so he decided to yell out “wolf” even though there was no wolf. He even played the prank a second time, distracting those who came to help. This would upset any busy person! Each member of his family, as well as his neighbors, was busy with chores. Some were working in the fields. Others were doing housework. Nevertheless, when the shepherd called “wolf,” they left their chores, thinking he needed help. So their work was interrupted without good reason. Unfortunately, his foolish prank unnecessarily interrupted the work of those who came running. It was disturbing enough to be lied to and to be distracted from one’s work, but this shepherd extended the prank by hiding. He even chided those who responded and called them dumb. Plus, he didn’t even apologize. Instead, he laughed at the naïveté of these caring people. Finally adding insult to injury, the shepherd showed no remorse for his acts, but instead responded by giggling. This is why shepherd’s pranks upset his family and friends. In fact, he so upset his family and friends that, for years to come, the village used the story as a warning.

27. Your answer will be scored primarily on the following rubric. (Teacher note: The following checklist is general & for student use.) Language Arts Rubric

28. And now…… SCIENCE

29. Using the book Salamander Room, list four of the most important parts of a salamander habitat and explain why salamanders would be dependent upon them to survive?

30. Salamander Room: • Jot notes • Write Response using ACE • Look at samples • Respond to own writing • Respond to a peer’s paper • Chart • Set Goals!

31. What about the older kids? • Review Heredity • Share ACE poster • Whole group practice • Write individual response • Peer Response • Chart results • Remember to scaffold!

32. What about the older kids? Y g Y g

33. 75% of the squares are dominate and 25% are recessive. I know that 75% of the Punnett squares are dominate because there is a yellow pea, or dominate trait, in three of the squares, and whenever there is a dominate trait in a square, the dominate always outweighs the recessive (the dominate always wins!). I also know that 25%, or one square, is recessive. It has only green peas and because it only contains recessive traits, it is recessive.

34. A few ways to have fun with constructed response… Wear Red… Listen to music about love… Give out candy hearts… Celebrate even small successes!