ELA 3&4 Liaisons

Kate GavalierMCESCNovember 8, 2007

Today’s Goals:

1)To develop an awareness of grade-level indicators as they pertain to extended response and short answer questions.

2)To analyze the nature of constructed response questions and how they appear on the OAT at 3rd and 4th grade.

3)To investigate strategies to help students handle with constructed response.

3rd & 4th Grade Level Indicators & examples of

questions

Standard: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Benchmark: C. Draw conclusions from information in the text

25. What part of Midas’s treasures does he value most at the beginning of the story?

____________________________________________

What events lead him to realize he has valued the wrong thing?

________________________________________________________________________________________

What step does Midas take to show he values something else more?

____________________________________________

Standard: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Benchmark: B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas

7. How might the selection be different if Rachel had not picked up the soda can on her way to school?

________________________________________

Give two examples, using information from the selection.

a. _______________________________________b. _______________________________________

• Turn on the computer

• At the log on screen:– User name: training– Password: (leave blank)

Go to

• Go to: ODE Home Page

• Click on: Ohio's Statewide Testing Site (Success)

• Choose: Grades 3-8 OAT

• Click: Understanding Test Results

Getting to “Learn How Responses are Scored”

IMS

ORC

Instructional Strategies

QAR’s• “enhance children’s ability to answer

comprehension questions by teaching them how to find information they need to answer questions” (Vacca, et.al.,2003)

Comprehension Court• “requires students to justify description of a

character by drawing on information and clues the author supplies throughout the text” (Blachowitz & Fisher, 2002)

QUiP• “students learn how to summarize information”• “involves graphically organizing information and

synthesizing it in writing” (www.readwritethink.org/lessons)

Let’s try some

• Choose a strategy

• In a group of three or four, create a lesson using an article.

Websites to visit

Success Web Sitehttp://portal.success-ode-state-oh-us.info/

IMShttp://ims.ode.state.oh.us/ode/ims/Default.asp?bhcp=1

ORChttp://www.ohiorc.org/

InfoOhiohttp://infohio.org/

SIRS Discovererhttp://discoverer.prod.sirs.com/discoweb/disco/do/

frontpage

Have a great day!

If you have any questions:

Kate Gavaliermcoe_kmg@access-k12.org330-965-7828