Constructed Response

Developing this writing practice as part of ongoing classroom assessment

The Optimal Learning Modeladapted from work by Don Holdaway and Regie Routman

Demonstration• Teacher shows through modeling and thinking

aloud how to respond to a text using the constructed response format.

Shared Demonstration• Teacher demonstrates; children are encouraged to

participate and collaborate. An interactive process where teacher helps student develop understanding.

Guided Practice• Students take responsibility for practicing

responding to texts through engaging in constructed response. Teacher monitors students’ understanding and provides scaffolding, encouragement and questioning to further thinking and application of knowledge.

Independent Practice• Students engage in an independent constructed

response. A synthesis and application of learning.

Who holds pen Degree of Explicitness/Support

Teacher/Student

Teacher/Student

Gradual release

DEMONSTRATION

SHARED DEMONSTRATION

of responsibility

Student/Teacher

Student/Teacher

GUIDED PRACTICE

INDEPENDENT PRACTICE

Understanding Question Types*Teach students to understand and identify what the question is asking.*

*Use part of the question stem to begin the answer.* *Learn where to find the answer.* adapted from D. Leddy

IN THE BOOK IN MY HEAD

RIGHT THERE(similar to a “literal question”)

The answer is in one place in the book. Often students can point directly to the answer.

What was in Goldilocks’ basket?

AUTHOR AND ME(similar to an “evaluative” question)

The answer is not entirely in the text. Readers need to think about how the text fits together with what they already know in order to answer the question.

What would you have done if you were Goldilocks?

THINK AND SEARCH(similar to an “interpretive question)

The answer draws on several parts of the text. The reader must put together evidence found in different parts of the text in order to make meaning.

What was Goldilocks like?

ON MY OWN

The answer is not in the text. Readers need to use their own ideas and experiences to answer the question.

Do you think it is right to go into another person’s house without asking?

Writing your own constructed responses…

• Choose an appropriate text piece (not too long)!

• Ask yourself – what is really important here? Genre, text features…

• Write one or two possible constructed response questions to get at one or more of the elements noted.

• Write out what you think a sample student response would be at the grade level you are teaching.

• Develop the scoring rubric. (See holistic rubric example)

• Score the response and then adjust the scoring guide and/or question as needed.

DEVELOP A FRAMEWORK FOR ADDING CONSTRUCTED RESPONSE TO YOUR BALANCED LITERACY PROGRAM

• Look at integrating this type of response to guided reading groups or as a response after independent reading.

• Develop constructed response pieces based upon content area reading that the whole class participates in.

• Use short texts and constructed response pieces from a program that fit with your units and themes to ensure connected learning for students.

Developing Structures for WritingFollowing the Optimum Learning Model, teach students to formulate short, written

responses. The work they have done in writing portfolio pieces should provide them with the skills they need to effectively answer a constructed response piece.

Make the connection between constructed response pieces and the yellow and blue proof paragraphs from longer pieces.

Thumb – The focus or topic sentence. Use part of the question stem to begin the answer. (Answer)

Index

Middle

Ring – Provide details or evidence from text or connect personal thoughts to text. (Explain)

( Back it up) (Example)

Pinky – Conclusion, wrap it up, restate the focus or provide an extension or connection. (Conclusion)

Designing Constructed Response Tasks for Reading

• Explain why _____________ is a good title for this story (poem, article). Use information (details) from the story (passage) to support your answer.

• What are the main ideas in this article? Explain your answer by using information from the article.

• Write a paragraph explaining what you think will happen next. Use details from the passage in your response.

• In your own words, tell how to __________________. Use information from the article to support your answer.

• Write a paragraph describing the speaker’s feelings about ___________________/ at the beginning (or end) of the passage (poem). Use details from the passage to support your answer.

• In the story, the author/speaker says, “___________”. Use details from the story (poem) to explain what the a uthor/speaker means.

• What kind of person is ___________.? Explain his/her qualities by using specific details from the story (passage).

• Compare the mood (voice, tone…) in ___________ to the mood (voice, tone…) in __________________. Use details from the passage (poem, etc.) to support your answer.

It is also important for students to learn to self-monitor as they construct answers.

QuEEC (Biggam, 2006)

1

Getting started

2

Almost there

3

YES

4

Really well done

Qu (Question)

Did I understand and answer the question and include part of the question stem in my answer?

E (Enough)

Did I include enough to answer all of the parts of the question?

E (Evidence)

Did I include evidence (or my own experience) from the text – mostly in my own words?

C (Correct and clear)

Did I reread my answer to see if it is

correct and clear?