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ACES…A STRATEGY FOR MASTERING CONSTRUCTED
RESPONSES
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THIS STRATEGY HAS BEEN ADAPTED FROM A SIMILAR STRATEGY USED ON THE FOLLOWING SITE: HTTP://NWRPDP.COM/DOCUMENTS/CONSTRUCTED_RESPONSE/WEBSITE_ENGLISH_PACKET.PDF
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THIS STRATEGY IS ALIGNED TO THE STATE RUBRIC
Kentucky Extended-Response Questions General Scoring GuideScore Point 4 • Score You complete all important components of the question and communicate
ideas clearly.• You demonstrate in-depth understanding of the relevant concepts and/or
processes.• Where appropriate, you choose more efficient and/or sophisticated processes.• Where appropriate, you offer insightful interpretations or extensions Score Point 3 • You complete most important components of the question and communicate
clearly.• You demonstrate an understanding of major concepts even though you overlook
or misunderstand some less-important ideas or details.Score Point 2 • You complete some important components of the question and communicate
those components clearly• You demonstrate that there are gaps in your conceptual understanding.Score Point 1• You show minimal understanding of the question.• You address only a small portion of the question.
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11
22
44Answers
the question correctly
and clearly
Answersthe
question correctly
and clearly
Cites strong
evidence from the
text
Cites strong
evidence from the
text
Expands/explains
the evidence
Expands/explains
the evidence
33Answersmost of
the questioncorrectly
and clearly
Answersmost of
the questioncorrectly
and clearly
Cites evidence from the
text
Cites evidence from the
text
Answerssome of
the questioncorrectly
Answerssome of
the questioncorrectly
Shows HOT
Thinking
Shows HOT
Thinking
Expands/explains
the evidence
Expands/explains
the evidence
Cites weak
evidence from the
text
Cites weak
evidence from the
text
Answersthe
questionminimally
Answersthe
questionminimally
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11
22
44Answers
the question correctly
and clearly
Answersthe
question correctly
and clearly
Cites examples
from understand
ing or knowledge
Cites examples
from understand
ing or knowledge
Explains examples/evidence
Explains examples/evidence
33Answers most of
the questioncorrectly
Answers most of
the questioncorrectly
Cites examples
from understand
ing or knowledge
Cites examples
from understand
ing or knowledge
Answers some of
the questioncorrectly
Answers some of
the questioncorrectly
Shows HOT
Thinking
Shows HOT
Thinking
Explains examples
/evidence
Explains examples
/evidence
Cites examples
from understand
ing or knowledge
Cites examples
from understand
ing or knowledge
Answersthe
questionminimally
Answersthe
questionminimally
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11
22
44Answers
the question correctly
and clearly
Answersthe
question correctly
and clearly
Cite your understand
ing with previous
knowledge or other evidence
Cite your understand
ing with previous
knowledge or other evidence
Explains examples evidence
Explains examples evidence
33Answers most of
the questioncorrectly
Answers most of
the questioncorrectly
Cite your understand
ing with previous
knowledge or other evidence
Cite your understand
ing with previous
knowledge or other evidence
Answers somethe
questioncorrectly
Answers somethe
questioncorrectly
Shows HOT
Thinking
Shows HOT
Thinking
Explains examples
/evidence
Explains examples
/evidence
Cite your understand
ing with previous
knowledge or other evidence
Cite your understand
ing with previous
knowledge or other evidence
Answersthe
questionminimally
Answersthe
questionminimally
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11
22
44Answers all
parts ofthe
Problem correctly
and clearly
Answers all parts of
the Problem correctly
and clearly
Computes
on paper
Computes
on paper
Explains your Work
(Process)
Explains your Work
(Process)
33Answers all
parts ofthe
Problem correctly
with minor errors.
Answers all parts of
the Problem correctly
with minor errors.
Computes
on
paper
Computes
on
paper
Answers someof the
problem
Answers someof the
problem
Shows Hot Thinking *Vocabulary *Explains answer in
the context of the
problem.
Shows Hot Thinking *Vocabulary *Explains answer in
the context of the
problem.
Explains your Work
(Process)
Explains your Work
(Process)
Computes
partially
Computes
partially
Answersthe
problemminimally
Answersthe
problemminimally
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What is HOT Thinking?
Insight demonstrates higher order thinkingAnalysis
ApplicationsSynthesis
Use of content vocabularySelecting most efficient processes
Providing a more sophisticated response
**This CAN & SHOULD be embedded within the answer and/or explanation.
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What does “CITE” mean? • Students may most often associate the term “cite” with
quoting evidence from a test as with language arts.
• However, “cite” is also a verb used to mention or bring forward information as a means of support – it does not always mean to quote text. (ex. The teacher cited several
ways we can earn a higher grade.)
• This may be a conversation that needs to occur in science & social studies classes prior to discussing ACES.
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Explaining Evidence
• Explaining evidence can be hard for some kids, so you can make it easier by offering sentence starters. Below are some generic ways to start these sentences. You would use these sentences AFTER citing evidence/knowledge. The ‘this’ may need to be more specific or at least refer to evidence from a previous sentence.
Generic Sentence Starters for “Explaining Evidence”
This quote demonstrates…
This evidence illustrates…
This implies…
This answer proves…
This answer means…
This concludes…
This fact supports…
This idea relates to…
This explains…
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Ancient Romans created and invented many new technologies that were essential to the success of their society. One technology created by Ancient Romans were roads. Romans were the first civilization to create paved roads, which were built of five layers. The map shows many miles of roads originating in the center of the city and moving outward in all directions. These roads were important to the Romans and were initially built to facilitate troop movement and allow soldiers to protect the city. Eventually, Romans also relied on roads for travel and trade. The long period of achievement of the Roman army and the empire’s vast extent and long endurance suggests that the development and use of Roman Roads were highly important to the success of Ancient Roman society. Secondly, walls surrounding the city and other important structures are illustrated on the map. The Ancient Romans developed an important technology that allowed them to engineer these structures. They were able to develop a light, strong form of concrete that provided added stability and allowed walls and buildings to grow to tremendous heights. This technology was very important to the ancient Romans because allowed them to build walls for defensive purposes. The map demonstrates both an inner and outer wall built to protect the city. These walls have proven to serve their purpose in protecting the ancient Romans because the durable concrete structures have stood the test of time as many of them still exist today.
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a. A bear adapts to survive during winter by growing thick fur. During hibernation a bear’s
fur becomes much thicker to help it survive cold winter temperatures. The thick fur that
the bear grow during winter protects the bear’s skin and helps keep it warm.
b. The bear has long, sharp claws that help it to survive in its natural habitat. A bear’s prey
usually includes fish and small animals and their claws allow them to swipe and grab
their prey. The claws ensure that the bear can hunt and feed in their habitat. The bear
also has sharp teeth as well as flat teeth. The sharp teeth help the bear eat meat, while
the flat teeth help the bear grind plants and berries. The bear is an omnivore so it is
important that it’s body allows it to consume both. Bears also have the ability to stand
on their hind legs. They are able to have a better view and pick up scents easier. This
ability helps the bear’s awareness to danger and its ability to find food. Without these
body parts and adaptations, bears would likely not survive in their natural habitat.
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a. Andy used 1/20 of the cafeteria floor space to display his paintings.
1/5 divided by 4 is 1/20. I can prove this by checking my work to show 1/20 x 4= 4/20= 1/5
The room was split into 5 parts and Andy had one part (1/5). Of Andy’s 1/5, he has to split his space into 4 parts to accommodate his paintings, woodworking, metalworking, and clay in a different spot. His paintings will be displayed in ¼ of his space. 1/5 divided by 4 is 1/20.
b. Andy used 1/12 of the cafeteria floor space to display his paintings.
1/3 divided by 4 is 1/12. I can prove this by checking my work: 1/12 x 4= 4/12=1/3
The room was split into three parts and Andy has one part (1/3). Of Andy’s 1/3, he has to split his space into 4 parts to display each type of his art in a different location. His paintings will be displayed in ¼ of his area. 1/3 divided by 4 is 1/12.
c. The visual below shows that Andy was given 1/3 of the cafeteria floor space, then he divided it into 4 parts to display different types of art work, giving him 1/12 of the entire floor space to display his paintings.
1/4
1/4
1/4
1/4
1/3 1/3 1/3
1/12
1/12 1/12
1/12
1/12 1/12
1/12
1/12 1/12
1/12 1/12 1/12
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SEE PACKET FOR READINGPASSAGE AND QUESTION
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Reading
Humans and bacteria worked well together to clean up the oil spill. The bacteria helped to clean up the oil spill by actually consuming the oil. I know this because the passage states, “ Scientists discovered huge new populations of bacteria rapidly consuming spilled oil and methane.” The author goes on to say, ”Large bodies of oil would disappear within a few days.” The bacteria uses the oil as an energy source and in the process made a huge impact in the environment by cleaning up the oil spill. Humans also played a part in cleaning up the oil. By adding dispersants, or chemicals to the water, humans helped break down the oil, making it easier for the bacteria to consume. I know this because the passage states, “although it was not intentional, these dispersants helped to make the oil more accessible to oil-consuming bacteria, speeding their natural cleanup of the spill.” This shows that humans also play a role in assisting the bacteria in naturally cleaning up the oil spill. Both humans and bacteria worked together during this cleanup process. The bacteria naturally ate the oil and the humans assisted them by breaking it down and making it easier to consume.
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Answer 4The speaker’s memory of his mother’s kitchen is very important to him. This memory is very important to the speaker because he really loves his mother. The poem also suggests that she may have died. In the last stanza, on line 27 it says, “My mother moves in and out of light.” This suggests that she may only live as a dream. It makes this memory very powerful for the speaker because it’s a memory of his mother and nice times when he was a child. In the first stanza, in lines 1-4 it says “Fragrance of fresh tortillas and corn stew fills my mother’s sparsely furnished kitchen crowded with warmth.” From this you can tell that he likes it in his mother’s kitchen and it is warm both literally and figuratively and there are good smells there. You can tell that he really misses her from lines 23 and 24 in the fourth stanza where it says, “Bittersweet tears and ringing silvery laughter I ache in my heart.” The speaker feels great love for his mother. In the poem he describes her in great detail and how she’s strong yet gentle. This memory is very reminiscent for the speaker in the poem.
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Answer the question………………1 pt
Cite evidence from the text…1 pt
Expand Explain your answer.…1pt
Shows insight……………………………1pt
Introducing the ACE Strategyfor Reading…
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Responses
Question Date A C E S Points
When answering short answer responses, use the ACES strategy:
*A – answer the question*C – cite evidence from the text*E – extend/explain your answer*S- Shows insight**You may receive a total of four points for each response. You need to keep track of your progress
by recording your score on the grid. Put an x on your score for each assignment.
*Check means the student could performthe expectation.
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A
________________________________________C
________________________________________E
________________________________________S
ACE ASSIGNMENT…for reading
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Assignment Date
AC
Es My
ScorePeer
Evaluator Score
Teacher Score
*Use the ACES strategy...A-Answer the question C-Cite evidence from the text
E-Expand/explain your answer S-Shows insight
*You may receive a total of 4 points per answer
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________________________________________ Name____________________
ACE Score___I answered the question……………………………__yes__noI provided strong evidence………………………__yes__noI supported my answer from the text…..__yes__noI showed insight………………………………………….__yes__no________________________________________
STUDENT SELF-EVALUATION OR PEER SCORING GUIDE
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Answer the problem!
Compute your work!
Explain how you gotyour answer!
Introducing the ACE Strategyfor Math…
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YourADVANCED
answer
• Has enough details to show you understood the problem.• Is organized and complete.• Completely explains your ideas and math thinking.• Has a correct answer.
YourPROFICIENT
answer
• Has some details to show you understood the problem• Is mostly organized• Explains your ideas and math thinking• Has a correct answer
YourNEARING
PROFICIENT answer
• Doesn’t have enough details to show you understood the problem.
• Is unorganized and unclear.• Doesn’t clearly explain your ideas or math thinking.• Has an answer that’s almost right.
EMERGINGanswer
• I only wrote the right answer with no computation or explanation….or…
• I made lots of mistakes.• I just didn’t understand the problem.
Learner-Friendly 4-Point Math Rubric
• Shows no details.• Doesn’t make sense.• Has no explanation of ideas or math thinking.• Has a wrong answer.
Your
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Answer: Computation:
Explanation/Insight:____________________________________________________________________________________________________________________________________________________________________
ACE…..your math questions Rubric Score ____
Standard:_______________________Benchmark:_____________________Question:_____________________________________________________________________________________________________________________
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“MATH” PROBLEM SOLVING GRAPH
Advanced
4
Proficient
3
NearingProficient
2
Emerging
1
Activity1
Activity2
Activity3
Activity4
Activity5
Activity6
Activity7
Activity8
Activity9
Activity10
GOAL
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PLAN DO
ACT
___My plan worked___I need a new plan
STUDY
ACES IMPROVEMENT PLAN FOR READING
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ACE Improvement PlanName_____________ Date____________Subject____________
PLAN:_________________________________________
DO:_______________________________________________________________________________________________________________________________________
STUDY:___________________________________________________________________________________________________________________________________
___My plan worked!___I need another improvement plan!
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Assignment 2 3 4 MyScore
PeerEvaluator
ScoreTeacher Score
ACES-ing Open-ended Math responses
SECONDARY ExampleLearner level
0 1
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Strategies we’ve learned to help us EFFECTIVELY expand our extended-
response questions in reading
*Describe a personal connection that you can make to the passage.*State an opinion about the passage*Make a prediction about what you think might happennext*Make a comparison about two characters in the passage*Make an inference a bout something you read in the passage*Point out a cause/effect situation in the passage.*Make a conclusion about the passage
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Strategies we’ve learned to help us EFFECTIVELY answer our
constructed-response questions in math
*Draw a diagram that shows exactly HOW we figured out the problem.*Make sure we WRITE out an explanation of what wewere thinking by our illustration.*If we used manipulatives, make a PICTURE of what wedid to figure out the answer.*Write “something” on the lines for E.*Compute our work carefully in order to lessen mistakes*Use the ACE template so that the answer is organized.*Show and explain “every” step in solving the problem.