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Creating Text-Dependent

Constructed Response Questions~ Training of Trainers ~

Penny Plavala, School Improvement SpecialistMultnomah ESD

Please access:

http://guest.portaportal.com/pplavala

Provide training resources to support two one-hour sessions:

1. Creating Text-Dependent CR Questions2. Assessing Text-Dependent CR Questions

Training of Trainer Goals

Resources are available on the PortaPortal:

http://guest.portaportal.com/pplavala

These are ideas I have used in trainings for K-5 teachers.

Use / modify activities. Create new strategies.

Note

Training of Trainers:

Time to stop along the way and process how you might use a piece with your staff.

Let’s learn together!

If you think of a way to modify an activity, please share your idea.

Please Note

Penny’s PortaPortal

• The Power Point will be removed today after our session.

• The Power Point should not be shared outside your district. It is for your use as a trainer. Please keep my name as creator.

• All of the other resources & links from this training will remain on the PortaPortal, but may move down as other events are showcased.

• Refresher: Smarter Balanced Assessment Components

• Focus on Constructed Response Questions

• Create Questions for a Classroom Formative Assessment

Session One Goals

Instructional design: direct instruction, work independently, with a partner, and in small groups

Please locate a partner

Tell your partner what you know – or have heard about Constructed Response or Text Dependent questions.

Warm-Up

This spring, students will answer Constructed Response questions on the Smarter Balanced Assessment.

This is a new item type for Oregon students.

Why Are We Here?

By integrating CR questions into our classroom assessments, students will be familiar with this type of item.

We will focus today on Text-DependentConstructed Response questions.

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

PERFORMANCETASKS

• Reading• Writing• Math

COMPUTERADAPTIVE

ASSESSMENT

The SBAC Assessment System English Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

11th Grade: Last 6 weeks

CR Questions on Both Parts of Test

What Will Be Tested?

Place text here

•Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim 1Reading

•Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim 2 Writing

•Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim 3Speaking & Listening

•Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

Claim 4Research

Constructed Response (CR)Short answer using textual evidence

Performance Tasks (PT)Use higher level thinking skills; integrate reading, writing, and listening

Technology Enhanced (TE)Technology embedded into items

Selected Response (SR)Variety of multiple choice

Assessment Item Types

Our Focus Today

•Require the student to generate a response as opposed to selecting a response.

• Include both short and extended responses.•Allow students to demonstrate their use of complex thinking skills consistent with the expectations for college and career readiness.

Constructed Response

The following items are from the SBAC Practice Test 2013.

Components of a Constructed Response ItemThe Shepherd’s Boy and the Wolf

A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the

In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

STEMIn a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

STIMULUS

(Reading Passage)

SPACE FOR ANSWER

Read the sentence and the directions that follow.

The hermit crabs in the ocean have learned to adapt to the changing housing situation.

Using details from the text, define the word adapt and explain how the crabs have adapted.

Type your answer in the space provided.


5th grade

Explain why the author is interested in dragonflies.

Use details from the passage to support your explanation.



3rd grade

Explain what archeologists think about how the Grand Canyon was discovered.

Use at least two details from the passage to support your answer.



4th grade

Describe two ways that sleeping on the International Space Station can be difficult for astronauts.

Use details from the presentation to support your answer.



5th grade

Scoring a Constructed Response Item

2-point Use Evidence Rubric

2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.

1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.

0The response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.

Smarter Balanced Assessment Consortium

Conventions are not scored on Constructed

Response questions

Turn and Talk

• What skills do students need to answer Constructed Response questions?

• When do students complete short answer questions in your classroom?

Trainer Check-In

• Considering the prior knowledge of your staff…

• What elements of the SBAC and CR overview might you use in the training introduction?

• What may you revise?

After students read a passage in your classroom, how do you check for understanding?

• Answer questions during whole-class discussion

• Quick write – summarize key ideas (exit slip)

• Thumbs up, sideways, down

• Answer text-dependent constructed response questions

Text-Dependent Constructed Response Questions

• Definition

• Examples

• Components

• Practice creating questions for your classroom

CR = Constructed Response

Text-Dependent CR Questions:• are open ended, short answer questions that measure application-level skills as well as content knowledge.

• can assess higher level thinking:- comparisons, contrasts, causes, effects, changes - identify patterns or conflicting points of view- categorize or summarize information- state a generalization, conclusion, explanation or

prediction……using evidence from the text.

Text-Dependent CR Questions:

• use a range of primary and secondary stimuli and authentic "real world" examples including short reading passages, time lines, maps, graphs, cartoons, charts.

• are graded against specific criterion using a rubric.

Text-Dependent CR Question

Example:

“Some animals would not survive if they were unable to use tools.” What two pieces of evidence from the article would you use to support this statement?

Text-Based

Answers

Text-Dependent Questionsre

qu

ireTeachers write questions that keep students in the text. Students shouldn’t have to go outside the text for answers.

“Stay within four corners of text”.

Quality Text-Dependent Questions

Can be answered by careful close reading

Do not depend on outside sources

Require more than recalling facts

Often require students to infer

Require time for students to process

Constructed Response Questions:

Please take a moment with your partner to look over the examples from the Smarter Balanced Assessment Consortium.

These questions were taken from the Grade 3-5 Practice Performance Tasks: 2011- 2013.

What do you notice?

• Look closely at the verbs. Circle them!• Locate verbs on Bloom’s list

supportuse detailsdescribeselectlistanalyze

Idea:

Type on screen the words as teachers

report out

Where do we see these verbs on Bloom’s list?

Training Option

What are Text Dependent Questions (2 min.)

https://www.youtube.com/watch?v=HzRls2cc8lc



Outstanding New Resource

Text-Dependent Questions: Pathways to Close and Critical Reading, Grades K-5

• Creating Effective Close Reading Lessons

- What does the text say? - How does the text work? - What does the text mean?

• Sample passages with questions

• Classroom videos

Types of Text-Dependent Questions

Examples

• Follow along on pink sheet

• Examples increase in difficulty

• On screen: Kindergarten examples

Note: All questions would include a second sentence asking students to support their answer with evidence from the text.

Build Understanding of the Meaning

• Sequence of information• Determine importance of ideas• Find details that support main

ideas• Answers who, what, when,

where, why, how much, or how many.

• Retell the story in order using the words beginning, middle, and end.

• How long did it take to go from a hatched egg to a butterfly?

• What is one food that gave him a stomach ache? What is one food that did not him a stomach ache?

Vocabulary and Text Structure• Bridges literal and inferential

meanings• Denotation• Connotation• Shades of meaning• Figurative language• How organization contributes

to meaning

• How does the author help us to understand what cocoon means?

• Genre: Entertain? Explain? Inform? Persuade?

• Who tells the story?

• Point of view: First-person, third-person limited, omniscient, unreliable narrator

Author’s Purpose

• Who tells the story—the narrator or the caterpillar? How do you know?

Inferences

• Use details and examples in the text when drawing inferences.

• Details in text + what you know = inference

• The title of the book is The Very Hungry Caterpillar. How do we know he is

hungry?

Opinions and Intertextual Connections

• State opinions and support with evidence from the text

• Make connections to other texts

Narrative

•In your opinion, is this a happy story or a sad one?

How do you know?

Informational

•In your opinion, how are these two books similar? How are they different?

Are These Text-Dependent CR Questions?

• Look up at screen to view the sample questions.

• Read the question.

• Talk to partner to determine if this is an example of a text-dependent question.

• Discuss why or why not?

From poem “Paul Revere’s Ride” by Henry W. Longfellow

• How does the author express a rising call for action in

the final four lines of the poem?

• How does the author portray Revere as a protector of his community? Cite examples from the text.

• Do you think it is fair for people to protest against the government?

• Many historians argue the accuracy of this poem. Do you think students should be expected to read this poem if it contains inaccurate details?

From other texts:

• In “Letter from Birmingham Jail”, Dr. King discusses nonviolent protest. Discuss a time you wanted to fight against something that you felt was unfair.

• After reading Dr. King’s letter, what can you infer about the content of the letter he received? Use details from the text to support your answer.

• In the poem “Casey at the Bat”, how does the author make Casey’s experiences realistic in stanza four?

• In the poem, Casey strikes out. Describe a time you

failed at something.

From: Alice’s Adventures in Wonderland

• In the story, what kind of books does Alice find useful?

• How would you react if you saw a talking rabbit?

• Do you think books without pictures are useful? Why or why not?

• What details about the rabbit catch Alice’s eye in the third paragraph?

• How did Alice react when she saw the talking rabbit?

Trainer Check-In

• Look back at the last few slides reviewing:

– Levels of questions– Sample questions (from SBAC and on screen)

• What elements might you use in a teacher training?

• What might you revise?

How do we create Text-Dependent

Constructed Response questions?

Stop!

The next slides and activities are for this training of trainers only.

We will get back to teacher training in a minute.

Visual OptionsPowtoon (3 min.) Writing Text-Dependent Questions

• https://www.youtube.com/watch?v=ixDBlejFOLE

Powtoon (2:26 min.) Creating Text-Dependent Questions: Five Easy Steps

• https://www.youtube.com/watch?v=dzzVRxwu1g8

https://www.youtube.com/watch?v=ixDBlejFOLE



https://www.youtube.com/watch?v=dzzVRxwu1g8

https://www.youtube.com/watch?v=dzzVRxwu1g8

Practice Activity

• Engage NY Project: - reading passages - sample questions - scored student work

• 3rd grade passage: - Excerpt from: David and the Phoenix - Word Count 572 - Lexile 870

GradeWord Count Range

(short text)Word Count Range

(long text)

3 200 – 487 488 – 650

4 450 – 562 563 – 750

5 450 – 562 563 – 750

6 650 – 712 713 – 950

7 650 – 712 713 – 950

8 650 – 712 713 – 950

11 800 – 825 826 – 1100

Grade CCSS Lexile Band

3 420 – 820

4 – 5 740 – 1010

6 – 8 925 – 1185

9 – 10 1050 – 1335

11-12 1185 – 1385

SBAC Word Counts and Lexile Targets

Individual & Partner Activity1. On your own, read David and the Phoenix passage.2. As you read, think of possible CR questions you might write for students.

3. With your partner, write 2 T-D CR questions.

Resources: - SBAC sample questions- Pink sheet sample questions- Prompts for TDQ’s- Bloom’s verbs

Back to the Teacher Session

• We are moving into a 10-15 min work session where teachers will create questions using the text they brought from their classroom.

• They will give this text and questions to students before Session Two.

How do we create Text-Dependent

Constructed Response questions?

A Constructed Response Question:- from handout -

• Clearly tells students what they are going to do.

• Uses simple, but authentic vocabulary and good sentence structure.

• Identifies the information or materials that students should use when preparing their response. (article, video, chart, etc.)

• Clearly indicates the process that should be demonstrated. (explain, describe, analyze, evaluate, etc.)

• Identifies key words by using bold text as needed.

• Add: Requires students to use evidence from the text to support their answers.

Text-Dependent CR Question

Sample Question:

Draw two examples of where the seed travels in the story.

Kindergarten TeachersDavid Douglas S.D.

Sample Questions:

From the story, name two ways Kitten takes care of Patches. (Britton Finds a Kitten)

Give two details from the article about what people do on Thanksgiving in the United States.

Grade 1 TeachersDavid Douglas S.D.

Sample Question:

Describe two problems that Paul faced as a child. Use details from the story to support your answer.


Sample Question:

After reading the folktale, “Catching the Sun”, name at least four reasons why the people and the animals, who were living in the night, were sad.


Sample Question:

How is a drought similar to other disasters? How is it different?

Sandy Duty, Grade 4Gresham-Barlow S.D.

Using information from the article, describe how a drought is similar to other disasters. How is it different?

Article: “Where’s the Water?”

Sample Question:

Explain how the scientific method has changed theories about our solar system. Use at least two examples from the video.

Video: Changing Theories - The Scientific Method in Action


Facilitated Work Session

• Work alone or with a partner who has the same reading passage.

• Work quietly to not disturb others.

• Leave today with an assessment to use immediately in your classroom.

Directions for Creating CR Questions 1. Review the reading passage independently to get a good understanding of the content.

2. Create two text-dependent Constructed Response questions for this reading passage, and write them on notebook paper/device.

Resources

• SBAC sample questions• Levels of questions• Prompts• Bloom’s verbs

Time to Share

• Get together with another person or pair and share the questions you created.

• Discuss the questions according to the criteria on your handout.

Report Out!

Trainers:

Or, teachers can do the activity on the next slide... depending on remaining time and background knowledge.

Evaluating and Refining Your Questions

Does the question have value and is it worthy of students’ time?

Is the question text dependent, requiring understanding of the text and the use of textual evidence?

Is the question aligned to and reflective of the rigor of the CCSS?

Review questions according to the three qualities on your handout.

Make needed revisions.

Next Steps: Baseline Assessment

• Prepare the passage and questions for student use.

• Give the reading passage and questions to students by _______.

• Bring a set of student answers to our session on _______.

• We will create rubrics and score the answers.

Capturing Our Work

• Please place all materials in your folder.

• Bring this folder to our next session

Please thank your partner and small group membersfor their good work.

Trainer Check-In


– Creating questions for reading passage– Evaluating and refining questions

• What elements might you use in a training?


Trainer: Partner Talk

• Share the passage you brought today.

• Would this passage render two TDQ’s?

Brainstorm:

What are the characteristics of a passage teachers should bring to the first session?

Report Out!

• Refresher: Text-Dependent Constructed Response Questions

• Create CR Rubric and Expected Answer

• Score Student Work

Session Two Goals

Please locate a partner

Smarter Balanced Assessment

•Require the student to generate a response as opposed to selecting a response.

• Include both short and extended responses.•Allow students to demonstrate their use of complex

thinking skills consistent with the expectations for college and career readiness.


CR questions are are Text-Dependent when students have to support their answer with evidence from the reading passage.

Trainers: After the first session, ask teachers to provide you with sample questions you can share at this second session.

Analyze / Integrate Information Rubric

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among multiple sources.

1The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among multiple sources.

0The response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among multiple sources.

• Only uses one source as support

Sample Rubrics: SBAC Sample Question packet from Session One

Steps to Creating a Rubric

• Choose one of the questions you wrote.

• On the template, create a rubric for the skill being assessed. (describe, explain, compare, etc.)

• Make notes on what would separate score points.

Look back at Sample Questions

Sample Question:

Describe two problems that Paul faced as a child. Use details from the story to support your answer.


Rubric for A Bed for Paul Question

2-Point Rubric

2The response gives sufficient evidence of the ability to describe problems Paul faced as a child

1The response gives limited evidence of the ability to describe problems Paul faced as a child.

0The response gets no credit if it provides no evidence of the ability to describe problems Paul faced as a child.

• Gives only one supporting example.

• Gives two supporting examples.

Make notes on differences between score points.

How would you create a rubric for these questions? (Look at your template.)

From the story, name two ways Kitten takes care of Patches.

Give two details from the article describing what people do on Thanksgiving in the United States.

Explain how the scientific method has changed theories about our solar system. Use at least two examples from the video.

Partner Talk

Step 1: Create a Rubric

• Choose one of the questions you wrote.

• On the template, create a rubric for the skill being assessed. (describe, explain, compare, etc.)

• Make notes on what would separate score points.

Step 2: Create the Expected Answer

• What is the expected answer for a score of 2?

• Write down on template:

- the elements of the 2 score answer – or –

- a sample answer your student might write

Examples

Two problems Paul faced as a child:

- Not having a big enough bed - Not having a big enough blanket

Step 2: Create the Expected Answer for the Score of 2

Where the seed traveled:

- Sun- Icy mountain- Ocean- Desert- Ground

Step 2: Create the Expected Answer for the Score of 2

Step 2: Create the Expected Answer

• What is the expected answer for a score of 2?

• Write down on template:

- the elements of the 2 score answer – or –

- a sample answer your student might write

Stop!

The next slides and activities are for this training of trainers only.

We will get back to teacher training in a minute.

From David and the PhoenixQuestion 1:

How does David feel when he sees the mountain for the first time? Use two details from the story to support your response.

Better prompt: Explain how David feels….

Question 2:

What do paragraphs 4-7 show about David? Use two details from the story to support your response.

Better prompt? _______________

Partner Work

1. On the template, create 2 rubrics for the skills being assessed. (describe, explain, compare, etc.)

2. Create the expected answer for the score of 2 for both questions.

Note

I would only have the teachers create one rubric during the session – not repeat for a second question – or do this during another training.

The idea is to have them see what the differences are between the score point. They would not necessarily have to create a rubric for every question they wrote – but recording the expected score of 2 might make sense.

How could the “rubric writing” activity be improved?

Back to “real time” session.

Scoring Student Work

• Take out the student work you brought today.

• Use the rubric and expected answer as resources when you score the CR question.

• Write the score of 2, 1, or 0 on the student’s paper or on post-it notes.

Scoring Student Work

• After you score 5-8 papers, start jotting down the trends you are seeing in the student work: (notebook paper)

* What are students doing well?

* What skills need strengthening?

• Continue scoring and tracking trends.

Time to Share

• Get together with another person or pair and share the trends you noticed.

• What instruction is needed to boost the skills needed to answer CR questions?

Report Out!

Trainers: Mock Scoring Session

• Ivory handout: David and the Phoenix • Student Work

• Imagine these are ½ sheets with student answers to the question we reviewed.

• On your own, score all of the questions according to the rubrics and expected answers you created.

When you see your partner is finished scoring, quietly start discussing scores.

Trainers: Review Scores

Look at scores from Engage NY project.

During your training session, teachers with the same reading passage could exchange a few papers and cross-score, then discuss student work.

Teachers could reflect on Trends notes – and discuss how they might teach the key skills students need for success.

Baseline Formative Assessment

• Keep the scores of your student work as a baseline.

• Use results to determine the skills you need to teach students.

• Create mini lessons with your team using text from your curriculum.

• Create the next round of CR questions.

• Score student work and look for growth from the baseline assessment.

Trainer Check-In


– Creating rubrics and expected answer– Scoring student work

• What elements might you use in a training?


Trainers: Next Steps

Session 3 Ideas

• Teachers brainstorm skills needed to answer TDQ: - putting part of question in answer- supporting answer with evidence from the text- analyzing, synthesizing, describing, explaining,

etc. • Create mini lessons to teach key skills (modeling).

• Use template?

Facilitated Planning Time

• Review the information and resources shared today.

• Create a training outline – depending on the number of sessions available and amount of time in each session.

• Use Penny as a resource in your planning.

Please thank your partner and small group membersfor their good work.

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