Targeting the TAKS Open-Ended Response

Hitting the Mark in the ELA Classroom

TCTELA 41st Annual Conference

January 20, 2006

Welcome!

Diane Peterson Education Specialist, Secondary Language

Arts dpeterson@esc4.net

713.744.6829

Writing Responses for the TAKS Open-Ended Items

Examine open-ended item student responses to identify the qualities and components of a successful response. Participants will analyze the TAKS Reading Rubrics and discuss the resultant “best practices” in the ELA classroom.

Plans

1. Successful responses—what should be included?

2. Content scoring—what skills does the open-ended item assess?

3. Best practices—what should I see in the ELA classroom?

Curriculum

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Successful Responses

What should be included?

What Is the “OER”?

The TAKS open-ended items are three short answer questions that require the student to write a multi-sentence response. These items are based upon the “triplet” found in the Reading/ELA section of TAKS assessments for grades 9-11 Exit.

OER = Open-Ended Response

What Is the Triplet?

1st Part:

a published literary work, either a short story or an excerpt from a novel

What Is the Triplet?

2nd Part:

a published expository (informational, nonfiction) passage, either an article from a newspaper or magazine, an excerpt from a memoir, a journal entry, essay, editorial, or an excerpt from a biography or autobiography

What Is the Triplet?

3rd Part:

a visual media selection reflecting a web page, advertisement, or poster which enables students to make visual connections to the other two passages

What Is the Triplet?1st part (literary) +

2nd part (expository) +

3rd part (visual media) =

a thematically-linked triplet!

What “Parts” Are Needed for a Successful Response?

TWO-PARTER: Students must offer a reasonable idea and pull textual evidence that validates that idea.

THREE-PARTER: Change questions call for two pieces of evidence.

FOUR-PARTER: Cross-over responses must include analysis from each piece and evidence from each piece.

Crafting a Response1. Provide a clear answer to the question.

2. Provide multiple pieces of support directly from the passage. Direct quotations (usually partial), paraphrases (author’s words in student writer’s own words), or synopses (specific summary) are acceptable. All sentences should connect to each other and it should be clear why the evidence given is significant to the answer.3. Connect the answer to the support. This is not done with a separate sentence but should be clear from the idea and choice of evidence.4. Craft the answer into a coherent, logical progression of ideas and evidence that answers the question fully and proves the statement.

Why Use OER Items?• TAKS open-ended items are short answer

questions such as those typically asked of English/Language Arts students in class.

• They are linked to TAKS Objectives 2 and 3 and the corresponding foundational TEKS (10B).

• This provides a clear connection between the TAKS assessment and classroom instruction.

Content Scoring

What skills does the

open-ended item assess?

Content Scoring

Items are part of the reading portion of the TAKS and are content scored.

Responses must include a reasonable idea (analysis) and textual support (evidence).

Writing skills are not assessed here. Only clarity is mentioned in the rubrics.

These responses are judged conceptually, not contextually.

What Skill is Tested (TEKS)?

(10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:

(B) use elements of text to defend, clarify, and negotiate

responses and interpretations.

Types of Items

Objective 2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

The first open-ended item is based on the literary selection.

 

Types of Items

 Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

The second item is based on the expository selection.

Types of Items

 Objective 3: The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

The third item is based on both selections.

What Are Rubrics?

• Powerful instructional tools that clarify expectations

• Explicitly worded descriptions for each score point

Teaching is targeted.Student performance is focused.

Three Rubrics

There is a specific rubric for each open-ended item.

Examine each rubric (literary, expository, and

crossover) for similarities and differences of each score point.

Students as Self-Assessors

“Students who are taught to use criteria know when they are doing well, without waiting for outside confirmation, and when things go wrong, they know what to do about it.”

Spandel, 2001

0 Insufficient

Too general or vague to determine whether it is reasonable

~OR~ Incorrect interpretation not

based on text ~OR~

Plot summary

1Partially Sufficient

Analysis only

~OR~ Evidence only

~OR~ Analysis-Evidence

connection unclear or vague

2Sufficient

Analysis and relevant evidence present

Analysis-Evidence connection clear and specific

3Exemplary

Particularly thoughtful or insightful analysis and/or evidence

Analysis-Evidence connection shows depth of understanding

Using Student Responses1. Read the passage, annotate, discuss.

3. View the appropriate rubric.

4. Answer the item with a partner, save responses. 5. View the components of a successful answer.

7. Evaluate responses in light of samples.

2. View the Open-Ended Item.

6. View the samples and discuss their scoring.

Best Practices

What should I see in the ELA classroom?

Research Confirms

All students benefit from a strong reading and writing connection.

When students respond through writing to what they have read, writing and reading improve.

Written responses require higher-order thinking and critical-thinking skills.

“Thoughtful Literacy”

Remembering

≠Understanding

______________________________________Recitation of Texts

≠Consideration and Discussion of Texts

Alllington, 2001

We should “construct lessons that help make the comprehension processes visible.”

Students need “demonstrations of effective strategy use.”

“Thoughtful Literacy”

Alllington, 2001

systematic, explicit instruction

teacher modeling

guided practice

independent practice

assessing progress and adjusting instruction

systematic, explicit instruction

teacher modeling

guided practice

independent practice

assessing progress and adjusting instruction

• explicit, systematic instruction

• model and demonstrate strategies

• guided practice

• independent practice

• monitor and assess student progress

Gradual Release Model

• Finding Evidence

• Citing Evidenceo using quotes, paraphrase, and synopsiso learning when to use each type of evidence

• Connecting evidence to analysis (or answer)Remember—this is not a connection to “real world” or a new idea!

• Comparing works of literature (or art)

Teaching the OER

• Students need multiple, frequent opportunities to practice the skills involved in successfully responding to an open-ended item.

• Teachers must model the skills involved and provide opportunities for guided practice before independent practice or assessment.

• Since multiple skills are involved, teachers must focus on the discrete skills as well as the “big picture.”

Teaching the OER

Since multiple skills are involved, teachers must focus on the discrete skills as well as the “big picture.”

• Analyzing texts to find an answer (close reading, annotating, graphic

organizers, discussion, questioning)

• Forming a coherent answer

What About the Writing Process?

What About the Writing Process?

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to:

(B) write in a voice and style appropriate to audience and purpose; and

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

What About the Writing Process?

(1) Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to:

(B) develop drafts by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; and(C) proofread writing for appropriateness of organization, content, style, and conventions.

What About the Writing Process?

Even though the open-ended item is part of the reading assessment, the writing process still applies as the students craft their responses.

1. Prewriting the parts2. Rough draft in test booklet

3. Final copy in the lined boxes

CLOSE READING is a careful application of a “microscope” or “binoculars” to a text, enabling the reader to go beyond literal meaning and experience the author’s craft.

ANNOTATING is the backbone of close reading.

Close Reading

What is Annotating?

•For use while reading or rereading

•Helps readers reach a deeper level of engagement

•Promotes active reading•“Dialogue with the text” (Probst)

•A visible record of the thoughts that emerge while making sense of the reading

•A writing-to-learn strategy

Ask students to identify the ways readers think about text while reading, such as:

Teaching the OER

Making predictionsAsking questionsStating opinionsAnalyzing the author’s craftMaking connectionsReflecting on the contentReflecting on their own reading process

Annotation Bookmark

BEFORE READING: Examine the front and back covers (books) Read the title and any subtitles Examine the illustrations Examine the print (bold, italics, etc.) Examine the way the text is set up (book, short story,

diary, dialogue, article, etc.)

As you examine and read these, write questions, and make predictions and/or connections near these parts of the text.

DURING READING: Mark in the text:

Characters (who)

When (setting)

Where (setting)

Vocabulary ~~~~~

_______ Important information

Annotation Bookmark

DURING READING: Write in the margins:

Summarize Make predictions Formulate opinions Make connections Ask questions Analyze the author’s craft Write reflections/reactions/comments Look for patterns/repetitions

Annotation Bookmark

Annotation Bookmark

AFTER READING: Reread annotations—draw conclusions Reread introduction and conclusion—try to figure

out something new Examine patterns/repetitions—determine possible

meanings Determine what the title might mean

 Use the “After Reading” strategies to writea notebook entry.

Use short story that can be read in one period

Make each student a copy of story Make a transparency of each page Give students Annotating Bookmarks Make a transparency of Bookmark Create a coding system with different marks

for surface meaning and deep-meaning ideas

How to Teach Annotating

Annotation Lesson

Have students mark text using coding system.Stop at end of page.

Allow students to go back and add marks.Ask students to share what they have marked.Make the same marks on the transparency.Ask for comments and write in margin.

Read first page to students while they read along.

Annotation Methods

•Photocopy the document.•Use a dialectical journal.

•Use index cards.

•Use Post-it® notes or flags.

•Use highlighter tape.

Research-Based Questioning Strategies

Creating Questions

Use question stems to create questions for literary pieces you are reading in class.

Literary Stems

What was one conflict ____ faced in “_____”?

In “____” how does ____ connect to _____? 

How does _____ change from the beginning to the end of “___”? 

What is the major conflict _____ faces in “_____”? 

Creating Questions

Literary Stems

In “______,” what does ____ learn from his/her experience with ____?

In “_____,” why does ____ ____?(character) (action)

 

Creating Questions

Expository Stems

In “_____,” has ____ fulfilled his/her dream?

In “_____,” how have the author’s experiences shaped his/her attitude toward others?

How does the author’s attitude toward _____ change over the course of “_____”?

Creating Questions

Expository Stems

Why is “_____” a good title for this selection?

Why are memories of _____ important to _____?

In “____,” who do you think is more successful, ____ or ____?

Creating Questions

Crossover Stems

How does the idea of taking a risk apply to both “___” and “___”?

How do the parents in “___” and “____” attempt to share their cultural heritage with their children?

Which of the siblings from “____” and “____” would you like to have as a brother/sister?

 

Creating Questions

Crossover Stems

How is the concept of __ important in both “___” and “__”?

How is the idea of ____important in both “___” and “___”?

What is one characteristic shared by (____) and (____). char. from lit. passage char. from exp. Passage

How is ___ an important theme in both “___” and “___”?

Text-Based Responses

Types of Evidence

DIRECT QUOTATION

What? verbatim words, phrases, or parts of sentences from the text

When? author’s exact words are necessary and will add depth, precision, or reliability to the response

Types of Evidence

PARAPHRASE

What?restatement of author’s words preserving the main ideas and key details

When?ideas could be clarified or original word choice is irrelevant

Types of Evidence

SPECIFIC SYNOPSIS

What? a focused choice of linked portions; not a plot summary

When?several portions are needed to serve as textual evidence

www.readingbenchmarks.org

Pairing Works

Use paired works in class frequently.

Genres/Forms to consider in pairing works

Films/“Movies” Television Shows

Songs Poems

Research Findings Magazine Articles

Artwork Web Pages

Pairing Works

The Catcher in the Rye “Acquainted with the Night”

by J.D. Salinger by Robert Frost

Novel Poem

Example Connection: The city as a lonely, uncomfortable place

Pairing Works

To Kill a Mockingbird Radio

by Harper Lee By Mike Rich

Novel Film

Example Connection: Men attempting to effect a change in racial tolerance

Pairing Works

Romeo and Juliet “Teen Love Hurts: Falling In Love Makes Teens

Prone to Depression and Alcohol Abuse”

by William Shakespeare by Malcolm Ritter

Novel News Article

Example Connection: The negative effects of teenagers falling in love

Pairing Works

“The Gettysburg Address” “Frederick Douglass”

by Abraham Lincoln by Robert Hayden

Speech Poem

Example Connection: Leaving legacies beyond physical monuments

Resources

Allington, Richard L. What Really Matters for Struggling Readers: Designing Research-Based Programs. New York: Longman, 2001.

Berthoff, Ann E. “Dialectical Notebooks and the Audit of Meaning.” The Journal Book. Ed. Toby Fulwieler. Portsmouth: Boynton/Cook, 1987. 11-18.

English, Fenwick W. Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum. Thousand Oaks, CA: Corwin Press, Inc., 2000.

Porter-O’Donnell. “Beyond the Yellow Highlighter.” English Journal 93.5 (2004): 82-89.

Probst, Robert E. “Dialogue with a Text.” English Journal 77.1 (1988): 32-38.

Spandel, Vicki. Creating Writers Through 6-Trait Writing Assessment and Instruction. New York: Addison Wesley Longman, 2001.

Thank you!

If you design or observe teaching strategies that really work for the OER, please let me know!

Diane Peterson713-744-6829

dpeterson@esc4.net