Information about and

Tips for Responding toOpen-Ended Questions

Quick Check(Don’t write; just discuss . . .)

• How much is each OER worth?

• How many OER questions are there on the test?

• What is each question about?

Quick Check Answers

• How much is each OER worth? 3 points…each counts 3 TIMES for 32% of the test grade!

• How many OER questions are there on the test? 3 (only 2 of them count)

• What is each question about?

– 1 is from a selection

– 1 from the paired selection

– 1 other (can be either, you won’t know until the test)

Example OER responses . . .

• Look at the passage called “Breakfast in Virginia”

• Write the OER question that you will see on the next slide on your paper.

Literary Open-Ended Question:

3. What is the primary conflict in “Breakfast in Virginia”? Explain your answer and

support it with evidence from the selection.

Underneath the question you have just copied, write a definition of “conflict.” (Remember, during the STAAR test, you can look up definitions of terms, if you need to.)

4. Answer the question.

• Use the “I Say, It Says” Strategy or (A.C.E.) to plan your response.

• After you plan, write out your response IN COMPLETE SENTENCES!

• Make sure you answer the question in your own words and include a quote from the story to support your answer.

Tip # 1

Stay Focused!

• Provide one answer and develop it well

• No “beating around the bush”

• Answers that seek to explain the deeper meaning of life may end up getting “0.” Don’t go off on a tangent.

• Make sure you answer the question and provide a quote or reference to the text to support your answer!

IMPORTANT!

Let’s look at some sample student responses and rubrics.

Score 0

5. Write down 2 things from the next slide about what kinds of responses earn a score of 0.

-- Start out this way:

Score 0s are insufficient and may . . .

Score Point 0 — Insufficient Response to the Question Insufficient responses indicate a very limited reading performance.These responses have one of the following problems.•The idea is not an answer to the question asked.The idea is incorrect because it is not based on the text.The idea is too general, vague, or unclear to determine whether it isreasonable.No idea is present. Sometimes the response contains only text evidence. At other times there appears to be an idea; however, this idea cannot be considered an answer to the question because it merely repeats verbatim, or “echoes,” the text evidence

What is the primary conflict in “Breakfast in Virginia”? Explain your answer and support it with evidence from the selection.

Score 0

What is the primary conflict in “Breakfast in Virginia”? Explain your answer and support it with evidence from the selection.

Score 0

Score 1

6. Write down 2 things from the next slide about what kinds of responses earn a score of 1.

-- Start out this way:

Score 1s are partially sufficient

and may . . .

Score Point 1 — Partially Sufficient Response to the Question Partially sufficient responses indicate a basic reading performance. These responses have one of the following characteristics. The idea is reasonable, but the response contains no text evidence.

The idea is reasonable, but the text evidence is flawed and does not adequately support the idea. Text evidence is considered inadequate when it is o only a general reference to the text, o too partial to support the idea, o weakly linked to the idea, or o used inappropriately because it wrongly manipulates the meaning of the text.

The idea needs more explanation or specificity even though it is supported with text evidence.

The idea represents only a literal reading of the text, with or without text evidence.

Compare these two answers!

Score 2

7. Write down 2 things from the next slide about what kinds of responses earn a score of 2.

-- Start out this way:

Score 2s are sufficient and must . . .

Score Point 2 — Sufficient Response to the Question Sufficient responses indicate a satisfactory reading performance. These responses have the following characteristics.

The idea is reasonable and goes beyond a literal reading of the text.

It is explained specifically enough to show that the student can make appropriate connections across the text and draw valid conclusions.

The text evidence used to support the idea is accurate and relevant.

The idea and text evidence used to support it are clearly linked.

The combination of the idea and the text evidence demonstrates a good understanding of the text.

8. Write down 2 things from the next slide about what kinds of responses earn a score of 3.

-- Start out this way:

Score 3s are exemplary and must . . .

Score 3

Score Point 3 — Exemplary Response to the Question Exemplary responses indicate an accomplished reading performance. These responses have the following characteristics. The idea is perceptive and reflects an awareness of the complexities of the text. The student is able to develop a coherent explanation of the idea by making discerning connections across the text. The text evidence used to support the idea is specific and well chosen. Overall, the evidence strongly supports the validity of the idea. The combination of the idea and the text evidence demonstrates a deep understanding of the text.

OER Scores

9. Rate your response

• Look back at the answer to the question you wrote for #4.

• Write what score you think it would receive according to the rubrics you have just seen.

• Use the language you have copied from the rubric to explain your score.

10. Copy the Score 3 example onto your paper

• I want you to get a feel for what a Score 3 sounds like.

• Notice it is insightful and well-written.

• You may actually remember what a Score 3 sounds like if you have written it in your own handwriting.

OER Scores

Tip # 2

Answer all Parts of

the Question

+

Watch out for these types of questions:

Single Passage• How does one character change from beginning to the

end of a story?

• How is a character affected by an event?

• How does the author’s attitude change over the course of the passage?

+

Tip # 3Good Vocabulary/

Word Choice Can Help!

Responses to Consider: 2’s and 3’s

• Use thesaurus and dictionary

• Use some of the vocabulary from the story

• Precise word choice enhances a satisfactory idea (“they keep on going” vs. “perseverance”)

Tip # 4

Match Idea to Text!

Response to Consider:RG-7 RG-28 vs. RG-29

• Mismatches are very common• The quote you choose HAS to relate to and

support your answer.• Let’s look at examples:

This quote from the text does not match the answer!

Last Thoughts

• You may use the entire box when responding to open-ended questions

• Quotes are a good thing – always support your answer with a quote!

• Students need to know how to express themselves creatively as well as concisely WHILE supporting their ideas with evidence

Turn in your work from today!

• Turn your work in to the basket.

• These responses are part of a quiz grade.

Day Two: Expository and Crossover

Please copy the following questions so that you can refer to them later. (You DO NOT have to answer them.)

Expository Open-ended Question:

.

Crossover Question:

Question 2 – Expository and 3 - Crossover

How do you think these responses scored?

The Crossover Question

Score 0 and score 1 will be lower than this, score 3 will be higher – can you guess what these responses earned?

Score Point 2—Sufficient Response to the Question Sufficient responses indicate a satisfactory reading performance. These responses have the following characteristics. For both selections, the idea is reasonable and goes beyond a literal reading of the text. It is explained specifically enough to show that the student can make appropriate connections across the selections and draw valid conclusions. For both selections, the text evidence that is used to support the idea is accurate and relevant. For both selections, the idea and text evidence used to support it are clearly linked. For both selections, the combination of the idea and the text evidence demonstrates a good understanding of the text.

Practice

• I am going to hand out another passage and we are going to practice!

• (Teacher – choose a released STAAR test passage/s to practice with students.)