Open-Ended Responses What do I need to know to Assist? How the Reading Test Set UpHow the Reading Test Set Up Specifics about Open-Ended QuestionsSpecifics about Open-Ended Questions The Concepts CoveredThe Concepts Covered Selecting a Passage & PromptSelecting a Passage & Prompt ScoringScoring

Test Set Up Students will be given items to read. Possible formats include the following:Students will be given items to read. Possible formats include the following: –Storyfiction –Poemfiction –Biography/Autobiography –Practical/How to/Advertisement –Informational –Essay or Editorial

Question Format Following the passage, there will be 2 types of questions: multiple-choice (selected response) and open-ended tasks (writing assignments).Following the passage, there will be 2 types of questions: multiple-choice (selected response) and open-ended tasks (writing assignments). Students are expected to organize their thinking and statements in a short concise manner.Students are expected to organize their thinking and statements in a short concise manner. Students must have a beginning, middle, and end for all answers, especially summaries of storiesStudents must have a beginning, middle, and end for all answers, especially summaries of stories

2007! The 2007 PSSA is all about answering the question SPECIFICALLY and COMPLETELY.The 2007 PSSA is all about answering the question SPECIFICALLY and COMPLETELY. For example, students will be asked to give a certain number of reasons, examples, etc. and they must respond accordingly.For example, students will be asked to give a certain number of reasons, examples, etc. and they must respond accordingly. If a student is asked to give 2 examples, they must give at least 2 examples.If a student is asked to give 2 examples, they must give at least 2 examples.

Credit for Their Work In order to receive full credit for these items, the student needs to provide a COMPLETE and CORRECT answer to the question/task.In order to receive full credit for these items, the student needs to provide a COMPLETE and CORRECT answer to the question/task.

Text Based Support & Personal Examples/Comments Students will need to provide text-based support. This means students should provide specific, appropriate, and accurate details or examples.Students will need to provide text-based support. This means students should provide specific, appropriate, and accurate details or examples. Sometimes it will be appropriate to include a personal example or comment, and other times it will not be appropriate. It all depends on the prompt.Sometimes it will be appropriate to include a personal example or comment, and other times it will not be appropriate. It all depends on the prompt.

Strategies Students will be permitted to underline/highlight key information, but students will need to know what is important.Students will be permitted to underline/highlight key information, but students will need to know what is important. Students may look back in the passage for context clues, underline words, etc.Students may look back in the passage for context clues, underline words, etc.

Additional Strategy CUCCCUCC C - Circle key directions U - Underline information that accompanied key direction C - Count up the number of parts needed for a complete answer (then answer the question) C - Check to be sure all parts of the task have been addressed

Sample CUCC Prompt:Prompt: What Challenges did Earl Encounter? Use at least three examples from the passage in your response. Identify at least one trait Dick Fosburry possessed. Explain how this trait helped him become a successful high jumper. Use at least two examples from the passage to support your response.

Concepts Covered Students will be asked to Interpret Graphics and Charts and/or Make Connections between text and content of Graphics/Charts.Students will be asked to Interpret Graphics and Charts and/or Make Connections between text and content of Graphics/Charts. Students will be asked to Make Inferences and Draw Conclusions.Students will be asked to Make Inferences and Draw Conclusions. Cite Evidence from text to support Generalizations.Cite Evidence from text to support Generalizations. Identify and Explain stated or implied main ideas and relevant supporting details from text.Identify and Explain stated or implied main ideas and relevant supporting details from text. Summarize key details and events of a fictional text as a whole.Summarize key details and events of a fictional text as a whole.

Additional Concepts Determine Author’s PurposeDetermine Author’s Purpose –To share a story –To offer information –To give instructions –To present viewpoints Identify Examples of text that support its purpose –Narrative –Informational –Personal –Instructional Identify and Analyze –Fact vs. Opinion

Passage & Prompt Selection –Resources Available –You do not need to create or search for a passage and prompt –Grade Level Subject Areas using the same passage & Prompt (Optional)

Scoring A rubric is usedA rubric is used The rubric is a (0 – 3) scaleThe rubric is a (0 – 3) scale General Guidelines are providedGeneral Guidelines are provided The key to scoring is to provide appropriate feedback to students to improve their ability to respond to prompts… –“Specifically” –“Appropriate” –“Accurate” –Using the “Correct Supporting Detail”

Pervasive & Consistent Approach MS Faculty - Each faculty member Core/Encore/Specials will provide (1) open-ended response to a reading passage to their students during the school yearMS Faculty - Each faculty member Core/Encore/Specials will provide (1) open-ended response to a reading passage to their students during the school year A schedule is organized for implementationA schedule is organized for implementation Passages and Prompts are consistentPassages and Prompts are consistent Template for Student response is consistentTemplate for Student response is consistent Passages are submittedPassages are submitted Consistency is used in scoringConsistency is used in scoring