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What Teachers Need to Know about the
Constructed Response Questions on the
WFORT
Session Presented for UWO Seeds of Inclusion Conference
by
Dr. Michael P. FordMarch 7, 2015
Presented byMichael P. Ford
Waukesha County Reading CouncilFebruary 28, 2015
Based on the book from ASCD
"Engaging Minds in the Classrooms: The Surprising Power of Joy"
"Engaging Minds in Classrooms:The Surprising Power of Joy"
This summer I presented at…
So here live from his recent performance on the Las Vegas Strip is
“The Tests Will Go On”
The Tests Will Go On
(Sung to the tune of MY HEART WILL GO ON with hopes that a Titanic-like iceberg will sink our current voyage on this ship)
Everyday in my school
We test kids to see
What it is they’ve learned to do
Ain’t much time
for reading or writing
cause testing is the only thing we now do
And we’re the best
We’re better than all the rest
At the taking of standardized tests.
Can’t think very well
but we can bubble like hell
And I guess that is how you will know
that we’re all doing swell
Each day
I sit at my desk and pray
That these tests may slowly fade away
My greatest fear is
the kids will all disappear
and these tests will keep growing
and going on and on
Why do we keep drowning in all these tests?
Ker-ching...Ker-ching...Gulb-Gulb
"Just because you do not take an interest in politics
doesn't mean politics won't take an interest in
you.”
Pericles"The Olympian"
430 B.C.
When will undergraduate students have to pass the
FORT?
You will need to demonstrate a passing score when you apply for student teaching.
When will graduate students have to pass
FORT?
You will need to demonstrate a passing score when you apply for 316 and/or 17 licensure.
So how have all students been doing since the pass rate
went up to 240?
First time pass rate = 74%Second time pass rate =
43%
So how have graduate students in the reading program been doing?
First time pass rate = 96%Average score = 271
http://www.wi.nesinc.com/
Pearson has established a Wisconsin website, which will
include test registration and score reporting services, and
preparation information.
Spend time working through the Wisconsin Foundations of Reading Test NES study guidehttp://www.wi.nesinc.com/TestView.aspx?f=HTML_FRAG/SA090_PrepMaterials.html
Spend time taking the Wisconsin Foundations of Reading Test NES computer-based test tutorialhttp://www.wi.nesinc.com/PageView.aspx?f=HTML_FRAG/GENRB_CBTTutorials.html
Two Initial Recommendations
One Hundred Multiple Choice
Questions Two constructed response
questions.
WFRT = MTEL Format
http://www.wi.nesinc.com/Content/STUDYGUIDE/SA_SG_CRI_FOR.htm
1. Understand phonological and phonemic awareness.2. Understand concepts of print and the alphabetic principle.3. Understand the role of phonics in promoting reading
development.4. Understand word analysis skills and strategies.5. Understand vocabulary development.6. Understand how to apply reading comprehension skills and
strategies to imaginative/literary texts.7. Understand how to apply reading comprehension skills and
strategies to informational/expository texts.8. Understand formal and informal methods for assessing
reading development.9. Understand multiple approaches to reading instruction.
WFRT Objectives
10. Prepare an organized, developed
analysis on a topic related to one or more of the following: foundations of reading development; development of reading comprehension; reading assessment & instruction.
WFRT Objectives
Range ofObjectives
ApproximateTestWeighting
I. Foundations of Reading Development
01–04 35%
II. Development of Reading Comprehension
05–07 27%
III. Reading Assessment and Instruction
08–09 18%
IV. Integration of Knowledge and Understanding
10 20%
Perfect score on constructed response score = 60
Multiple Choice Needed = 81%
Bomb the constructed response score = 24
Multiple Choice Needed = 91%
UW Oshkosh
State
Area I Foundations of Reading
2.9B/2.8 F 2.9B/2.9 F
Area II Reading Comprehension
3.1B/3.0F 3.2B/3.1F
Area III Assessment and Instruction
3.1B/3.0F 3.2B/3.1F
Area IV Integration
2.6B/2.6F 2.5B/2.5F
How is it scored?
Holistic scoring Overall effectiveness of the response Quality over quantity
https://www.youtube.com/watch?v=Dt-scpgz8Z0&feature=youtu.be
Open Ended Strategy Answer the question in the first paragraph
Second should be the strength
Third should be the weakness
Fourth how and what you would teach
In the two supporting paragraphs define key
terms and use at least 2-3 details from the text
The test privileges…
Using phonics/visual as the first strategy. Using meaning/semantics and structure/syntax as
back up systems. Systematic, explicit instruction is preferable. When it comes to phonics, it’s back to basics.
Practice Questions
AssessmentConstructed response
Using your knowledge of word identification strategies (e.g., use of phonics, analysis of word structure, use of context clues, identification of sight words), write a response in which you:
• identify one of Daniel's strengths in using word identification strategies; and
• identify one of Daniel's weaknesses in using word identification strategies.
Be sure to cite specific evidence from the information shown above to support your response.
Constructed Response Practice Tips
1. Do a basic analysis of the miscues. Use a
t-chart to record the information; word in the text vs word the student said
(note if self corrected)
Text Student
backpack baka (corrected)
Sunshine sush, sushin (corrected)
goldfish golish (corrected)
bubbling Bub, bubble
fishbowl fib (corrected)
container counter (corrected)
sprinkled spilled
forever fever (corrected)
difficult different
remembered remmer (corrected)
company copy (corrected)
homework hommer (corrected)
daydreamed (omitted)
Constructed Response Practice Tips
2. Examine the miscues of the student for a pattern. Analyze it in the four areas: phonics
analysis, structural analysis, context clues and sight vocabulary.
Also look at the words the student was able to say correctly. These will reflect what a child did
not have difficulty with.
Miscue Reflects weakness in…Think about ability to use sound, sight, structure or context
Reflects strength in… Think about ability to use sound, sight, structure or context
Bub, bubble for bubbling Spilled for sprinkled Different for difficult Omitted daydreamed
Did the errors make sense? (context) Did the errors sound right syntactically?
(context, structure) Were the errors visually similar? (phonics,
sight)
Words Missed
Baka/backpackSushin/sush/sunshineGolish/goldfishCounter/containerFever/foreverRemmer/rememberedcompanyHommer/Homework
How does Daniel usually strategically approach unknown words?
How does he strategically figure out the unknown words?
What could strengthen his word strategies?
What is similar about all these words?
Words Corrected
Sight ? Sound (phonics)? Structure?Context?
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Using phonics
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Using phonics
Sound analysis,decoding
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Using phonics
Sound analysis,decoding
Beginnings, middles, ends
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Using phonics
Sound analysis,decoding
Beginnings, middles, ends
Vowels (long, short, digraphs, diphthongs, schwa, r-controlled, etc.)
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Using phonics
Sound analysis,decoding
Beginnings, middles, ends
Vowels (long, short, digraphs, diphthongs, schwa, r-controlled, etc.)
Consonants (single consistent, variable, digraphs, blends, etc.)
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Using phonics
Sound analysis,decoding
Beginnings, middles, ends
Vowels (long, short, digraphs, diphthongs, schwa, r-controlled, etc.)
Consonants (single consistent, variable, digraphs, blends, etc.)
Most easily decodable words correct
Many visually similar miscues
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Using phonics
Sound analysis,decoding
Beginnings, middles, ends
Vowels (long, short, digraphs, diphthongs, schwa, r-controlled, etc.)
Consonants (single consistent, variable, digraphs, blends, etc.)
Most easily decodable words correct
Many visually similar miscues
Many missed easily decodable words
Many semantic and structural miscues
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Analysis of word structure
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Analysis of word structure
Morphemic analysis, structural analysis
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Analysis of word structure
Morphemic analysis, structural analysis
roots, prefixes, suffixes, inflected endingscompounds,contractions
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Analysis of word structure
Morphemic analysis, structural analysis
roots, prefixes, suffixes, inflected endingscompounds,contractions
Most multi-syllabic words correct
Marking that reflects chunking
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Analysis of word structure
Morphemic analysis, structural analysis
roots, prefixes, suffixes, inflected endingscompounds,contractions
Most multi-syllabic words correct
Marking that reflects chunking
Many missed multi-syllabic words
Many structural (syntactical, grammatical) miscues
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Use of context clues
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Use of context clues
Using the meaning of surrounding words to identify an unknown word
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Use of context clues
Using the meaning of surrounding words to identify an unknown word
• typographical• structural• direct
definitions• synonyms
and antonyms
• metaphors and similes
• mood and tone
• inferences• background
knowledge• Graphic
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Use of context clues
Using the meaning of surrounding words to identify an unknown word
• typographical• structural• direct
definitions• synonyms
and antonyms
• metaphors and similes
• mood and tone
• inferences• background
knowledge• Graphic
Many semantic miscues
Self-corrections
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Use of context clues
Using the meaning of surrounding words to identify an unknown word
• typographical• structural• direct
definitions• synonyms
and antonyms
• metaphors and similes
• mood and tone
• inferences• background
knowledge• Graphic
Many semantic miscues
Self-corrections
Many visual miscues
Minimal self-corrections
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Identification of sight words
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Identification of sight words
High frequency words
Words known automatically
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Identification of sight words
High frequency words
Words known automatically
Pronouns
Linking verbs
Conjunctions
Determiners
Hard to decode common words
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Identification of sight words
High frequency words
Words known automatically
Pronouns
Linking verbs
Conjunctions
Determiners
Hard to decode common words
Most high frequency words correct
Most words known automatically (limited pausing and repetition)
Consider grade level
Prompt Language
Definition (AKA)
Subcategories
What would you see is strength
What would you see if weakness
Identification of sight words
High frequency words
Words known automatically
Pronouns
Linking verbs
Conjunctions
Determiners
Hard to decode common words
Most high frequency words correct
Most words known automatically (limited pausing and repetition)
Consider grade level
Many high frequency words missed
Lots of pausing and repetition
Many errors with hard to decode common words
Visual miscues
Constructed Response Practice Tips
3. Identify one area of strength and one area of weakness in the word analysis based on the miscues and/or accurate words. Probe what evidence supports the response. State the
response in a frame as attached.
Paragraph One: Answer right away. The student has a strength in ______ and the students has a weakness in ______ .
Paragraph Two: Identify strength, define dimension, and cite at least 2-3 specific examples.
The student’s strength is _ (general area) _________ which is_ (definition)_______. In particular, the student can _____ (specific skill) _____________ as seen in these two or three specific examples __ (evidence from passage)____.
Paragraph Three: Identify weakness, define dimension, cite at least 2-3 specific examples.
The student’s weakness is _ (general area) _________ which is_ (definition) _______. In particular, the student had difficulty with _____(specific skill)_____________ as seen in these two or three specific examples __(evidence from passage)____.
Paragraph Four: Identify what and how you would teach based on this information. So I would support the student to improve on __ (area) _______ by doing __
(instructional strategies) ____________.
Purpose
This response addresses the assignment fully by focusing on specific and important word identificationstrategies Daniel used to read this passage aloud. The candidate thoroughly explains how a particular strength and a particular weakness in word identification are revealed and why they are important
Analysis
Subject Matter Knowledge
The candidate uses specific knowledge of word identification strategies, appropriate to teaching third grade reading, to determine the meaning behind Daniel's efforts to identify words. Aspects of Daniel's word identification are correctly identified and defined, such as the use of context clues ("relies on the meaning of the words around it"), and analysis of word structure (compound words). Several specific examples are provided (e.g., golish for goldfish as a word in context; homework as a compound word), and each one is relevant to the discussion of Daniel's word identification strategies. The candidate even takes the time to offer a plausible explanation for why Daniel did not change one word (spilled) that he guessed incorrectly from context clues.
Analysis
Support
The candidate provides substantial and accurate support for the particular word identification skills discussed, citing specific instances of the use of context clues by pointing to Daniel's self-corrections of counter, golish, and fib (container, goldfish, and fishbowl). The candidate further supports Daniel's difficulty with compound words by correctly citing sunshine, forever, and homework, among others. These examples are critical evidence of Daniel's word identification strategies.
Analysis
Rationale
The strength of the rationale is in the candidate's analysis of Daniel's use of context clues from two different perspectives: as a weakness, Daniel "doesn't seem to have another way," and as a strength, Daniel “ is taking in the meaning of the sentence" through the context. The candidate demonstrates how breaking down compound words into smaller words would give Daniel an additional word identification strategy. Each part ofthe discussion demonstrates the candidate's reasoning about Daniel's word identification skill.
Analysis
Constructed Response Practice Tips
1. Read the literary passage. Read like a reader vs a test taker. Remember to
take the time to thoughtfully and carefully read the literary passage.
Note: This is one reason why you should do the constructed response questions
first.
Constructed Response Practice Tips
2. Do a basic literary analysis of the passage. Check understanding of key literal and inferential interpretations.
You can use a t-chart to record the information.
Literal Details Inferential Interpretation
s
Constructed Response Practice Tips
3. Examine the retelling of the student. Analyze it in the four areas: literal comprehension, inferential comprehension, engagement of schema and self-
monitoring. Use a grid to keep track of the retelling sentence by sentence. Use a + if the retelling
shows evidence the reader can or - if the retelling shows evidence the reader was confused.
Student’s statement
Literal Inferential Engagement of Schema
Self-monitoring
Facts and details
Inferences, big ideas, implied thoughts
Connectionsto self, texts and world
Meta-cognitive language, strategic talk
“Right There” “Between the lines”
“Author and you”
“Thinking about thinking”
1.
2.
3.
4.
5.
7.
Constructed Response Practice Tips
4. Identify one area of strength and one area of weakness in the reader’s
comprehension based on the retelling. Probe what evidence supports the response. State the response in a
frame as attached..
Paragraph One: Answer right away. The student has a strength in ______ and the students has a weakness in ______ .
Paragraph Two: Identify strength, define dimension, and cite at least 2-3 specific examples.
The student’s strength is _ (general area) _________ which is_ (definition)_______. In particular, the student can _____ (specific skill) _____________ as seen in these two or three specific examples __ (evidence from passage)____.
Paragraph Three: Identify weakness, define dimension, cite at least 2-3 specific examples.
The student’s weakness is _ (general area) _________ which is_ (definition) _______. In particular, the student had difficulty with _____(specific skill)_____________ as seen in these two or three specific examples __(evidence from passage)____.
Paragraph Four: Identify what and how you would teach based on this information. So I would support the student to improve on __ (area) _______ by doing __
(instructional strategies) ____________.
Purpose
The candidate fully responds to the charge of the prompt by pointing to significant reading comprehension skills. A strength, literal comprehension, and a weakness, inferential comprehension, are identified and supported thoroughly with evidence from the prompt.
Analysis
Subject Matter Knowledge
The first paragraph immediately demonstrates the candidate's knowledge about reading comprehension skills. The comments are appropriate to a third grader who is unable to read at a deeper level of comprehension. The candidate picks up on Tyler's missing the significance of the conversation, that Emma is relating it from her seven-year-old perspective.
Analysis
Support
Support is ample throughout the response. The candidate provides pertinent evidence from the prompt, in his own words and by quoting it directly. The explanations supply the context that is needed to understand how the reading attribute and the examples are related.
Analysis
Rationale
The response is ably reasoned and clearly focused on reading comprehension. The choice of strength/weakness to discuss, the explanations given, and the examples provided all show a comprehensiveunderstanding of reading comprehension.
Analysis
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