1. Stimulus 2. Stem 3. Options 4. Distractors
Which sentence best describes a bottlenose dolphin?
Components of a Selected Response…
Stimulus
2. Stem
3. Options
4. Distractors

2. Stimulus 2. Develop the Stem
RI.3.6 – DOK-3 Distinguish their own point of view from that of the author of a text.
Change the standard to a stem/question with the addition of only a few words
Standard Specific Stem
Which statement may distinguish your own point of view from that of the author?
Change the standard stem to a text specific stem with the addition of only a few words.
Standard and Text Specific Stem Stem
Which statement best explains the author’s point of view about Clara Barton’s life?

3. 3. Options Not so Good Good
6. What substance can cause heart disease?
a. fats b. proteins c. carbohydrates d. biotins
4. Which of the following is an Irish poet?
3. What should you do when your body adapts to your exercise load?
decrease...
increase....
change....
remain....
What was Thomas Edison’s first successful patent?
phonograph
Nike shoes
5. The speed of light is....
2. What is the main topic about frogs’ survival in this passage?
Guidelines for Writing SR Questions
(multiple choice questions)
What do you do when your body adapts to your exercise load?
You should...
4. Which of the following is not an Irish poet?
6. What substance can cause heart disease?
a. fat b. protein c. carbohydrate d. biotin
What was Thomas Edison’s first successful patent?
phonograph
Electric light
5. What is the speed of light?
2. What is the main topic of this passage?
9/19/2018

4. GOOD
Stem is meaningful, not vague and is clear and concise – a complete problem.
Options and distractors are specific.
Phrasing of the stem/question is positive.
Options are in logical or numerical order.
Distractors/options are plausible.
The options are free from clues about which response is correct.
Stems are complete.
Options have one correct answer.
Stems focus on asking students for one idea, fact, etc...
Common errors are found in distractors, giving insight into student thinking.
Stems are written to the standard’s cognitive demand.
NOT SO GOOD
Stem is vague and contains little if any content information.
Options and distractors are true or false.
Phrasing of the stem/question is negative.
Options are not in any logical order.
Options/distract0rs are not plausible.
Students can use partial knowledge to arrive at a correct answer.
Stems have beginning or interior blanks.
Options have complex answers (B and C are correct).
Stems assess more than one idea or fact.
Distractors do not give insight into student thinking.
Stems are at a lower or higher level than the cognitive demand.

5. 4. Distractors 3. Options Selected Response Place the standard here:
RI.3.6 – DOK-3 Distinguish their own point of view from that of the author of a text.
Change the standard to a specific text question or stem with the addition of only a few words.
Which statement best distinguishes the author’s point of view about Clara Barton’s life?
Write three distractors and one correct answer.
Rationale of distractors, student…
The author had a good point of view of Clara Barton.
This question mentions point of view. A student may be partially reading or understanding the question.
b) The American Red Cross began its work in 1881.
This answer does not address the question. A student may not be reading closely or guessing at the answer.
c) Clara Barton’s compassion for others
has become a light for all
c) Correct Answer – This answer can be considered an opinion.
d) Clara Barton was born on a cold winter
day in 1821.
d) Students may not understand the question at all, or the differences between point of view - facts.

6. Skill - Concept Understanding Connections Across Texts
4. Distractors
The answers that are not correct are called distractors. Distractors can give us valuable information about the student.
Retrieval Error
Decoding
Language
Vocabulary
Question Misread
Memory Retrieval
DOK - 1
Skill - Concept Understanding
Skill Application
Strategy Application
Partial Understanding
Inference/Literal Errors
Partial Summaries
DOK - 2
Reasoning
Errors of reasoning
Shallow Reading
Over-Generalizing
Interpretation Error
Relevant Details
DOK - 3
Connections Across Texts
Prior Knowledge
Transferring
Comparing Errors
Synthesizing Low
DOK - 4
Distractors should not be above the DOK level of the standard/stem question.
Distractors should be an educated hypothesis as to why the student may have chosen a particular incorrect selected response.

7. 1. Stimulus 2. Stem 3. Options 4. Distractors Reading Assessment
Selected Response RI.3.6
1. Stimulus
2. Stem
Which statement best distinguishes the author’s point of view about Clara Barton’s life?
3. Options
Clara Barton was born on a cold winter day in 1821.
The American Red Cross began its wok in 1881.
Clara Barton was the first president of the American Red Cross.
Clara Barton’s compassion for others has become a light for all.
4. Distractors
9/19/2018

8. Write the standard here:
Selected Response
Write the standard here:
Change the standard to a specific text question or stem with the addition of only a few words.
Write three distractors and one correct answer. a) b) d) c)
Rationale of distractors, student…

9. Ribbits in the Rainforest
Explain the concept that animals use adaption for survival. Give examples from the text.
Ribbits in the Rainforest
Stimulus
Components of a Constructed Response…
2. Stem
3. Rubric 3
The response:
• gives essential elements of a complete interpretation of the prompt
• addresses many aspects of the task and provides sufficient relevant evidence to support development
• is focused and organized, consistently addressing the purpose, audience, and task
• includes sentences of varied length and structure 2
• gives some of the elements of an interpretation of the prompt
• addresses some aspects of the task and provides some evidence to support development
• has a focus but lacks strong organization and inconsistently addresses the purpose, audience, and task.
• includes sentences of somewhat varied length and structure 1
• gives minimal elements of an interpretation of the prompt
• addresses few aspects of the task and provides little relevant evidence to support development.
• lacks focus and organization and generally does not address the purpose, audience, and task.
• includes sentences with little variety in length and structure
The response does not meet any of the criteria.

10. The Constructed Response Rubric is an Answer Key.
Change the standard to a specific text question or stem with the addition of only a few words.
Stem
Components of a Constructed Response Rubric…
Scoring Notes: (very important – to be written by teacher in “adult language” be very specific!).
Essential Elements of a Complete  Interpretation:
Aspects of the Task and Sufficient  Evidence:
Strong Organized and Consistent 
Focus.... Sentences Vary:
Scoring Notes
The Constructed Response Rubric is an Answer Key.
Sample Responses 3
Student Response: 2 1
Student response: does not meet any of the criteria.

11. Constructed Response Completed Answer Key
Item Prompt (Stem): Standard: RI Text/Stimulus: Ribbits in the Rainforest
Explain the concept that animals use adaption for survival. Give examples from the text.
Scoring Notes: (very important – to be written by teacher in “adult language” be very specific!).
Essential Elements of a Complete  Interpretation:
Essential elements include connecting “relating” the concept that frogs in the rainforest adapt in different ways to survive (i.e., camouflage, features that allow them to climb, jump or move quickly). Elements also include the purpose for adaption (avoiding predators, mating, finding food).
Aspects of the Task and Sufficient  Evidence:
Aspects of the task of relating survival and adaption are providing specific examples as evidence. Some of these include the color of frogs, frog skin that produces poison, frogs with “monkey legs,” and frogs with webbed feet, explaining how each example protects the animal in some way.
Strong Organized and Consistent 
Focus.... Sentences Vary:
The focus on the relationship between adaption and survival is consistent throughout the students’ writing. The sentences vary in length and interest depending on the point the student is making about the topic.
Student Sample Example Responses (write in “kid language” or use real student samples). 3
Student Response:
Animals adapt to their surroundings in order to survive. Adapt means the animals “fit” into their surroundings. In the story about frogs in the rainforest, the many different kinds of frogs each adapt to survive. For instance a flying frog has webbed feet that lets it spread their feet and seem to “fly” from tree to tree. Because the flying frog moves quickly it can avoid being eaten by predators. Another example is the poison dart frog. These frogs adapt to their surroundings by producing poisons that are deadly to other animals that would have been predators. 2
Frogs in this story have to adapt to the forest. They can protect themselves from being eaten. There are transparent frogs and coqui frogs that protect themselves. That is how they survive. Frogs have lots of ways to survive and are very interesting too. I really like them. 1
Animals are like people. They have to survive. Sometimes they are mean. One time I saw a frog but not in the forest and I have a frog for a pet.
Student response: does not meet any of the criteria.
I like forests a lot.

12. Change the standard to a specific text question or stem with the addition of only a few words.
Constructed Response
Scoring Notes: (very important – to be written by teacher in “adult language” be very specific!).
Essential Elements of a Complete  Interpretation:
Aspects of the Task and Sufficient  Evidence:
Strong Organized and Consistent 
Focus.... Sentences Vary: 3
Student Response: 2 1
Student response: does not meet any of the criteria.